Examining factors contributing to the effectiveness of general education teachers of inclusion students
Item
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Title
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Examining factors contributing to the effectiveness of general education teachers of inclusion students
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Identifier
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d_2009_2013:54ec2998f64a:10259
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identifier
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10361
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Creator
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Zielinski, Tammy Gutterman,
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Contributor
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Helen Johnson
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | general education | inclusion | mild disabilities | student evaluations | survey | teacher effectiveness
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Abstract
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This study used student evaluation data as a way to measure teacher effectiveness in inclusive settings. Student evaluations of teacher effectiveness have traditionally been used at the college-level. This study used student input regarding teacher effectiveness at the high school level. The sample included 58 special education students with mild educational disabilities and 31 general education teachers from a medium-sized public high school in rural New Hampshire. Students filled out a survey of teacher effectiveness as measured by organization, learning, enthusiasm, and instructional strategies. Teachers filled out a survey that contains items relating to their attitude, efficacy, school climate, and instructional practices. Statistical analyses were used to find relationships between the data collected from the student survey and teacher survey. This study supported the use of student evaluations of teacher effectiveness at the high school level. It was found that teacher effectiveness must be used as a multi-dimensional construct. Teacher gender as well as years of graduate studies, both contribute to enhancing overall teacher effectiveness.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
