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ERIC Number: ED520706
Record Type: Non-Journal
Publication Date: 2010
Pages: 331
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-7486-3
ISSN: N/A
Relationships between Inclusion Teachers and Their Students: Perspectives from a Middle School
Hoffman, Elin M.
ProQuest LLC, Ph.D. Dissertation, Indiana University
The quality of relationships between teachers and students has been associated with academic achievement and performance outcomes for students at all levels of their education. Extensive literature examining characteristics of positive relationships between teachers and their elementary age students exists, but is less abundant in regard to relationships between middle school students and their teachers in inclusion classrooms. The purpose of this multiple case study dissertation is to examine middle school general education teacher and student understandings about their relationships with one another, including perspectives from and about students in general as well as special education. Participants included five general education inclusion teachers. Student participants included six students with diagnosed disabilities and thirteen without. The Classroom Assessment Scoring System (CLASS) (Pianta, et al., 2002) was used as a framework for measuring relationship quality between teacher participants and their students. An initial CLASS assessment was completed for each teacher's classroom, and dimensions of the CLASS system were used to guide subsequent observations and interviews. Findings demonstrated that all but one of the participating teachers questioned their self-efficacy in working with students with disabilities. Their views of the role of the classroom teacher were widely disparate. Perceptions of their relationships with their general and special education students were described primarily in equivalent terms, but the relational contexts were dissimilar. Participants described relationships with general education students in academic terms, but most had lower academic expectations for their students in special education. Their individual backgrounds and their conceptualizations of the role of a classroom teacher were reflected in their interactions with their students. Data were further analyzed across cases to provide a more generalized view of teacher behaviors that teachers and students believed would support and encourage positive relationships between them. This information should be used in teacher preparation and in-service professional development to facilitate positive relationships between teachers and students in inclusive settings, so that all students feel a sense of belonging in their classrooms; in collaboration and co-teaching models, to ensure that students receive the benefit of differentiated instruction; and in school reform efforts calling for increased achievement. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A