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Professional Development, Teacher Em...

Dunford, Cheri Michele.

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Professional Development, Teacher Empathy & African American Male Students Disproportionality Placed in Special Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Professional Development, Teacher Empathy & African American Male Students Disproportionality Placed in Special Education./
作者:	Dunford, Cheri Michele.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	141 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28156351
ISBN:	9798698567455

Professional Development, Teacher Empathy & African American Male Students Disproportionality Placed in Special Education.
Dunford, Cheri Michele.

Professional Development, Teacher Empathy & African American Male Students Disproportionality Placed in Special Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 141 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Over the last four decades, there has been a call to action concerning the overrepresentation of African American male students placed in special education. Because teachers are faced with many challenges, Warren considered how empathy was necessary for improving comprehension. This can be achieved through professional teaching development that would contribute to the success of the students. Empathy is essential and contributes to flexibility in instructions provided by teachers. There was an issue in the foundation of professional development for special education teachers and misconceptions of African American males who might be disproportionately placed into these programs. Currently, initiatives exist to help improve teacher empathy regarding the disproportionate placement of African American male students. The research was based on professional development and how teacher empathy may be lacking. The purpose of this qualitative case study was to understand how professional development can contribute to the student/teacher relationship in elementary school special education. Therefore, the study used information from different cases in which high rates of racial disparity, a lack of professional development, and a lack of teacher empathy were present. In this case study, a qualitative approach was used to evaluate professional development, teachers' perceptions, experiences, teacher empathy, and teachers' behavioral practices in special education programs. The alignment of this study followed the theoretical framework with an inductive method. Semistructured interviews allowed the researcher to gain an in-depth understanding of professional development, teachers' experiences, teacher empathy, perceptions, and insight. The researcher gathered public records, documents, and pertinent materials that was available from the school. It was evident that teachers' perceptions of professional development were created by healthier attitudes, good values, and perfect beliefs toward special education students.

ISBN: 9798698567455Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Professional development

Professional Development, Teacher Empathy & African American Male Students Disproportionality Placed in Special Education.
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