Phenomenological perspectives on success of teachers who received special education
| dc.contributor.advisor | Keefe, Charlotte | |
| dc.contributor.advisor | Thompson, Leslie | |
| dc.contributor.advisor | Davis, Ruth | |
| dc.contributor.author | Henry, Lindy Ford | |
| dc.date.accessioned | 2015-04-10T21:35:56Z | |
| dc.date.available | 2015-04-10T21:35:56Z | |
| dc.date.issued | 1999-08-30 | |
| dc.description.abstract | This qualitative study analyzed how teachers with learning disabilities defined success, what influenced their attainment of success, and how their disability affected their success. A phenomenological approach was utilized for data analysis. Findings were documented in relation to the literature relevant to success of individuals with learning disabilities. The participants for the study were 4 teachers with learning disabilities who received services in special education sometime during their kindergarten through grade 12 experiences. Their ages ranged from 30 to 33 years. All were female and Caucasian. Phenomenological methods focused on the lived experiences of participants and their perceptions of success. The findings were the participants' keys to success. These keys focused on setting goals, understanding self, achieving success through particular strategies, and teaching for success. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11274/4976 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Learning disabilities | en_US |
| dc.subject | Special education | en_US |
| dc.subject | Educational evaluation | en_US |
| dc.subject | Special education teachers | en_US |
| dc.title | Phenomenological perspectives on success of teachers who received special education | en_US |
| dc.type | Dissertation | en_US |
| thesis.degree.department | Education | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | Texas Woman's University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy |