Defense Date

6-17-2024

Graduation Date

Summer 8-2024

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Reva Mathieu-Sher

Committee Member

Bridget Green

Committee Member

Fran Serenka

Keywords

Alternative Education, Teacher perspectives, special education, behavior

Abstract

Students with behavioral challenges and mental health concerns have unique academic, behavioral, and emotional needs. Due to high student to teacher ratio and lack of mental health and behavioral resources, some students may not have their needs met in a public school general education setting. An option that can be a better solution for these students due to lower student to teacher ratio, mental health resources, and behavioral support is schooling in alternative schools. This study explored the daily routines and the decision-making process of alternative educators as they work to meet the multifaceted needs of their students. Using an Interpretive Phenomenological Analysis (IPA) approach, qualitative interviews with three educators were completed to examine the lived experiences of alternative educators as they discussed various factors influencing their daily decision-making practices. Findings reveal that students behavior, crisis situations, and external factors such as truancy, open enrollment, and housing placements significantly impact alternative educators decision-making. Implications and future directions for research are discussed.

Language

English

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