| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000431629 |
| 005 | | 20200224103454 |
| 008 | | 200131s2017 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392335529 |
| 035 | |
▼a (MiAaPQ)AAI13918147 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Rhymestine, Beth. |
| 245 | 10 |
▼a Interactions of Career and Technical Education Teachers With Students With Disabilities. |
| 260 | |
▼a [S.l.]:
▼b The Pennsylvania State University.,
▼c 2017. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2017. |
| 300 | |
▼a 108 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-01, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Passmore, David L. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Pennsylvania State University, 2017. |
| 520 | |
▼a The purpose of this study was to examine the interactions of Career and Technical Education (CTE) teachers with students, that they were in charge of teaching, who have disabilities. Of particular interest was how a CTE teacher defines disability and who the CTE teacher identifies as a student with a disability, (SWD). Also of interest was how the CTE teachers were interacting with their students with disabilities. A qualitative method was utilized to perform this study, namely, Grounded Theory, which was suitable based on the identified problem and goals of the study. Data were collected using interviews as the main source. The interview instrument was created by the researcher. The population of interest for this study was Career and Technical education teachers who were currently teaching in CTE programs in the central region of Pennsylvania, and had more than three years' teaching experience. A sample of 20 teachers in total participated in this study, four during the pilot phase and 16 during the final study. The teachers represented 17 different schools. Five themes emerged in this study. The themes are labeled: (a) Believing in students, (b) Knowing students, (c) Seeing self in the students, (d) Caring about students, and (e) Flexibility with the students. In response to the research questions, the findings of this study indicate that the Individualized Educational Plan does not appear to grow with the student. Many CTE teachers find dissatisfaction with the current system that is in place to help students with disabilities. Their dissatisfaction does not extend to the students, it rests mainly with the special education system dysfunction that they are perceiving. The paper concludes with a discussion of theoretical constructs that have emerged from the iterations of the data and extends a call for a different way to meet the needs of students with disabilities, and for a new system to be developed that will effectively do so. |
| 590 | |
▼a School code: 0176. |
| 650 | 4 |
▼a Special education. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Vocational education. |
| 690 | |
▼a 0529 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0747 |
| 710 | 20 |
▼a The Pennsylvania State University.
▼b Workforce Education and Development. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-01A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0176 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2017 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492701
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |