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The Predictive Relationship of Middl...

Davis, Robyn L.

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The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities./
Author:	Davis, Robyn L.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687245
ISBN:	9781321646979

The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities.
Davis, Robyn L.

The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities. - 171 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2015.

This item must not be sold to any third party vendors.

The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.

ISBN: 9781321646979Subjects--Topical Terms:

516693
Special education.

The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities.
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100 1 $a Davis, Robyn L. $3 3181283
245 1 4 $a The Predictive Relationship of Middle School Teachers' Self-Efficacy and Attitudes toward Inclusion and the Reading Achievement of Students with Learning Disabilities.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Robert Hess.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.
590 $a School code: 1582.
650 4 $a Special education. $3 516693
650 4 $a Middle school education. $3 969762
650 4 $a Reading instruction. $3 2122756
650 4 $a Teacher education. $3 3172312
650 4 $a Educational psychology. $3 517650
690 $a 0529
690 $a 0450
690 $a 0535
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710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 76-08A(E).
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687245