THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS

dc.contributor.advisorGarn, Gregg
dc.creatorWheat, Kathy J.
dc.date.accessioned2019-04-27T21:37:15Z
dc.date.available2019-04-27T21:37:15Z
dc.date.issued2011
dc.description.abstractThe aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is replete with examples of underrepresentation and overrepresentation of student populations. This case study sought to understand teachers' responses to students' challenging behaviors and their subsequent use of referrals for students for special education services through the lens of social justice theory. Teacher pre-interview questionnaires, interviews, surveys, and archival data were collected and analyzed for meaning. Findings and themes for the study revealed teachers' experiences with students who demonstrate challenging behaviors prompt referrals based on specific criteria, indicate needs for more and better training to support students with special needs, teachers address problematic and challenging behaviors, and teachers are unsure of the meaning and terms of educational equity and social justice, as well as the implications for students with special needs.
dc.format.extent244 pages
dc.format.mediumapplication.pdf
dc.identifier9934628702042
dc.identifier.urihttps://hdl.handle.net/11244/319170
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectTeachers of problem children--Psychology
dc.subjectTeaching--Social aspects
dc.subjectChildren with social disabilities--Education
dc.subjectProblem children--Education
dc.subjectProblem youth--Education
dc.subjectSocial justice
dc.thesis.degreePh.D.
dc.titleTHROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies

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