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Returning to School After a Pandemic...

Xenios, Andrea,

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Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement // Andrea Xenios.
作者:	Xenios, Andrea,
面頁冊數:	1 electronic resource (181 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142054
ISBN:	9798381971361

Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement /
Xenios, Andrea,

Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement /Andrea Xenios. - 1 electronic resource (181 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Purpose: The purpose of this phenomenological study was to determine K-6 special education educators' perceptions of the impact on students with disabilities returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.Methodology: This qualitative study interviewed 10 special education teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.Findings: The study revealed students with disabilities experienced diminished self-efficacy skills during their time at home and returning to in-person learning. Educators have noticed how behaviors (task initiation, emotion regulation skills), and the lack of academic achievement during this period have impacted student self-efficacy skills. Additionally, educators expressed the need for growth mindset, positive structures, people, and environments to help nourish those self-efficacy skills.Conclusions: This study supported the literature and affirming that self-efficacy serves as the basis for motivation and accomplishment. Self-Efficacy helps an individual overcome obstacles that may interfere with using one's abilities to achieve goals. When a students' self-efficacy is impacted it can negatively impact their mindset, behavior, social connections, and academic achievement.Recommendations: The researcher recommends educators and districts incorporate growth mindset into their curriculum and classrooms, create Wellness Centers on campuses, and provide reading intervention programs for schools to provide for students who are not meeting grade level standards in the area of English Language Arts. These strategies should continue to help and support students with disabilities and enhance their self-efficacy skills since returning to campus.

English

ISBN: 9798381971361Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Academics

Returning to School After a Pandemic: K-6 Special Education Teachers Perspectives on Students With Disabilities Returning to School in Regard to Mindset, Behavior, Social Connections, and Academic Achievement /
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