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ERIC Number: ED523948
Record Type: Non-Journal
Publication Date: 2010
Pages: 256
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-1585-7
ISSN: N/A
Cognitive Dissonance Experienced by Secondary General Education Teachers When Teaching Inclusion Classes
Alford, Clayton Ronald
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The findings from this qualified phenomenological research study involved 20 secondary general education teachers who taught inclusion classes. The research study investigated the lived experiences and perceptions of teachers through in-depth interviews and using a modified van Kaam method of data analysis, Atlas.ti 6 software, and Microsoft Excel to corroborate involvement between teacher efficacy and dissonance. Ten themes emerged from the research study: (a) class size, (b) students' learning modalities, (c) dissonance from high-stakes testing, (d) inadequate professional development, (e) inclusion classes required an inordinate amount of preparation, (f) teachers should receive higher compensation for instructing inclusion classes, (g) empathy for special-needs students, (h) dissonance had an adverse effect on efficacy, (i) pressure from high-stakes testing increased teacher dissonance, and (j) co-teachers should have subject matter content certification. All the emerged themes influenced the quality of teacher efficacy. Recommendations include provision for enhanced meaningful professional development for teaching in the inclusion setting that will produce optimal results for students. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A