Cole, Raquel Alexis
(2024)
Evaluating the Impact of a Targeted Teaching Approach on Classroom Disruption Rates for EBD Students: A Case Study of Two Non-Tenured Special Education Teachers.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The case study reported implementation rates across two teachers and the disruption rates of two students with EBD. Findings indicated a decrease in disruption rates, with both teachers, following the implementation of the Responsive Classroom Approach. In addition to decreasing disruption rates, teachers felt renewed and less stressed than before implementing the approach. Implications and future directions of the research are discussed.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
8 July 2024 |
| Date Type: |
Publication |
| Defense Date: |
25 April 2024 |
| Approval Date: |
8 July 2024 |
| Submission Date: |
3 June 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
92 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
classroom management, non-tenured teachers, Responsive Classroom Approach, EBD, Emotional and Behavioral Disorders, disruption rates, middle school, social-emotional learning, SEL, special education |
| Date Deposited: |
08 Jul 2024 15:33 |
| Last Modified: |
08 Jul 2024 15:33 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46461 |
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