Teacher response to discourse in inclusion settings: challenges within professional contexts

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dc.contributor Adams, Natalie G.
dc.contributor Atkinson, Becky M.
dc.contributor McKnight, Douglas
dc.contributor Mutua, Kagendo
dc.contributor.advisor Erevelles, Nirmala
dc.contributor.author Bechtold, Ginger Kellett
dc.date.accessioned 2017-03-01T14:45:09Z
dc.date.available 2017-03-01T14:45:09Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000676
dc.identifier.other Bechtold_alatus_0004D_10829
dc.identifier.uri https://ir.ua.edu/handle/123456789/1181
dc.description Electronic Thesis or Dissertation
dc.description.abstract Classroom teachers draw upon a variety of discourses to understand and make decisions about the students they teach. This case study investigation explored the discourses at work in inclusion classrooms, with particular attention paid to the way in which discourses may impact the problem of overrepresentation in special education. Frameworks that appeared to organize teacher understandings about students in inclusion settings developed into the discourses under investigation: a discourse of disability, a liberal discourse, a traditional special education discourse, and a discourse of teacher professionalism. This investigation used the frameworks of Disability Studies in Education and Critical Race Theory to formulate the research design and interpret the results. Discourses surrounding teacher understandings were unveiled through interviews with 11 teachers working in inclusion settings in middle and high schools in the suburbs outside a large metropolitan southeastern city. Results suggest that dominant discourses impact teacher understandings. In addition, two significant, unexpected findings emerged. First, an analysis of the results underscored the importance of the professional contexts within which teachers work, and second, teachers, particularly special education teachers, appear to face considerable challenges negotiating the seemingly contradictory discourses that exist within professional contexts. Further analysis points to the ways in which teachers make use of discourse to maintain their positions within dominant discourses.
dc.format.extent 205 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Special education
dc.subject.other Education policy
dc.subject.other Secondary education
dc.title Teacher response to discourse in inclusion settings: challenges within professional contexts
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Instructional Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.

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