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ERIC Number: ED571686
Record Type: Non-Journal
Publication Date: 2015
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3397-3570-2
Teachers' Experiences in the General Education Classroom with Students Identified with Emotional Behavioral Disorders at a Title I Southeast Texas High School
Sigee, Alicia D.
ProQuest LLC, Ed.D. Dissertation, Lamar University - Beaumont
This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral disorders effectively. Nine certified high school teachers were selected using purposeful sampling and interviewed. The findings indicated that the general education teachers lacked skills in effective classroom strategies, required professional development and support from administration to be an efficient educator for students identified with emotional behavioral disorders. Some of the implications for practice included: School districts need to implement required professional development in behavior management, classroom management, and emotional behavioral disorders. Higher education institutes need to implement special education courses into education degrees. Campus administrators need training in special education and supports needed by general education teacher with assigned EBD 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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas