Qualitative Study on Teacher Management Strategies Fostering Inclusive Learning and Social Development
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| Title: | Qualitative Study on Teacher Management Strategies Fostering Inclusive Learning and Social Development |
|---|---|
| Language: | English |
| Authors: | Boniface Ndukwe Amakeme |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, Grand Canyon University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 196 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires |
| Descriptors: | Inclusion, Social Development, Classroom Techniques, Educational Strategies, Educational Environment, Teacher Attitudes, Academic Achievement |
| ISBN: | 979-83-8144-444-5 |
| Abstract: | The purpose of this qualitative descriptive research was to describe classroom management strategies inclusive teachers employed to create an environment that fosters students' learning and social development in inclusive classrooms. This study explored the experiences of inclusive educators in the classrooms, intending to gain perspective on how teachers describe their strategies employed to manage classrooms and foster students' learning and social development in an inclusive environment. Many researchers have investigated classroom management strategies, but few studies explored strategies to support education, classroom management, and social development in inclusive settings. Social learning theorists argue that individuals recognize their perspectives and behaviors through social modeling. Social learning theory guided this qualitative descriptive study of 25 teachers who were invited to participate in the interview; however, only 11 were selected. With the employment of the qualitative descriptive approach, the results indicated that drawing on external resources to manage the classroom and incorporating classroom management expectations for learning strategies help teachers run the classrooms. The study also found that supporting social development strategies for students and developing a relationship to foster interpersonal connection with learning-disabled students in an inclusive classroom helped inclusive teachers to run their classrooms. Future research must be completed to provide leaders with additional knowledge on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30990418 |
| Accession Number: | ED645219 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED645219 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED645219 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 196 Subjects: – SubjectFull: Inclusion Type: general – SubjectFull: Social Development Type: general – SubjectFull: Classroom Techniques Type: general – SubjectFull: Educational Strategies Type: general – SubjectFull: Educational Environment Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Academic Achievement Type: general Titles: – TitleFull: Qualitative Study on Teacher Management Strategies Fostering Inclusive Learning and Social Development Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boniface Ndukwe Amakeme IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: isbn-print Value: 979-83-8144-444-5 Titles: – TitleFull: ProQuest LLC Type: main |
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