Date
12-19-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Gail Collins
Keywords
emotional behavior disorders, special education, self-efficacy, inclusive setting, resource setting, interrelated
Disciplines
Education | Special Education and Teaching
Recommended Citation
White, Tanekal, "A Phenomenological Study Examining the Methods of Elementary Special Education and General Education Co-Teachers Who Foster the Use of Behavioral Management Strategies for Students with Emotional Behavioral Disorders" (2024). Doctoral Dissertations and Projects. 6346.
https://digitalcommons.liberty.edu/doctoral/6346
Abstract
The purpose of this phenomenological study is to explore the methods and strategies that special education and general education co-teachers use to foster behavioral management for students with emotional behavior disorders (EBD) in the interrelated resource, inclusive co-taught, and EBD self-contained settings. The theories guiding this study are Bandura’s self-efficacy theory (SET) and Vygotsky’s sociocultural theory (SCT). Bandura’s theory of self-efficacy helped explore teachers’ effectiveness in instilling behavioral and instructional strategies, that induce success for students with EBD. Vygotsky’s sociocultural theory was used to examine the importance of students with EBD being educated alternative ways that ensures compensation for unwanted characteristics of their disorder through cultural enlightenment and socialization. Participants were special and general education co-taught teachers with a minimum of one year of experience in facilitating learning for students with EBD. Data was collected using interviews, observations, and focus groups. Data was analyzed using hermeneutic circle. Findings revealed that teachers’ self-efficacy directly impacts classroom management, and positive teacher-student relationships, structured environments, and trauma-informed practices were essential in addressing behavioral challenges for students with EBD.
