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The Roles and Responsibilities of Special Education Teachers

Katsafanas, Jodi D. (2007) The Roles and Responsibilities of Special Education Teachers. Doctoral Dissertation, University of Pittsburgh.

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    Abstract

    The purpose of this study was to describe the roles and responsibilities of 17 special education teachers and the challenges they encountered in the areas of planning, instructing, and monitoring of student progress of elementary students in 4 school districts in Western Pennsylvania. This study was conducted by collecting data through focus group discussions, written weekly logs, and personal interviews. Focus group questions regarding the teaching practices of special educators were guided by the review of the literature and the conceptual framework of this study, based in part on Duke's 1987 vision of teaching excellence in the areas of planning, instructing, and monitoring student progress. Findings revealed five challenges and impacts of the challenges they encountered in their daily work, together explaining the role dissonance experienced by many special education teachers in today's schools. Real life examples of how teachers cope with the challenges of their daily work were revealed through the stories they told in this study. The collective knowledge and experiences of these teachers stand as examples for others in their own practices.


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    Item Type: University of Pittsburgh ETD
    Creators/Authors:
    CreatorsEmailORCID
    Katsafanas, Jodi D.jodikatsafanas@aol.com
    ETD Committee:
    ETD Committee TypeCommittee MemberEmailORCID
    Committee ChairZigmond, Naominaomi@pitt.edu
    Committee MemberTrovato, CharleneTrovato@pitt.edu
    Committee MemberZimmerman, Georgegjz@pitt.edu
    Committee MemberBean, Ritaritabean@pitt.edu
    Committee MemberLyon, Stevesrlyon@pitt.edu
    Title: The Roles and Responsibilities of Special Education Teachers
    Status: Unpublished
    Abstract: The purpose of this study was to describe the roles and responsibilities of 17 special education teachers and the challenges they encountered in the areas of planning, instructing, and monitoring of student progress of elementary students in 4 school districts in Western Pennsylvania. This study was conducted by collecting data through focus group discussions, written weekly logs, and personal interviews. Focus group questions regarding the teaching practices of special educators were guided by the review of the literature and the conceptual framework of this study, based in part on Duke's 1987 vision of teaching excellence in the areas of planning, instructing, and monitoring student progress. Findings revealed five challenges and impacts of the challenges they encountered in their daily work, together explaining the role dissonance experienced by many special education teachers in today's schools. Real life examples of how teachers cope with the challenges of their daily work were revealed through the stories they told in this study. The collective knowledge and experiences of these teachers stand as examples for others in their own practices.
    Date: 29 January 2007
    Date Type: Completion
    Defense Date: 22 August 2006
    Approval Date: 29 January 2007
    Submission Date: 07 December 2006
    Access Restriction: No restriction; The work is available for access worldwide immediately.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Doctoral Dissertation
    Refereed: Yes
    Degree: EdD - Doctor of Education
    URN: etd-12072006-085408
    Uncontrolled Keywords: roles; special education; teachers
    Schools and Programs: School of Education > Instruction and Learning
    Date Deposited: 10 Nov 2011 15:08
    Last Modified: 22 May 2012 09:08
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-12072006-085408/, etd-12072006-085408

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