Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Second Advisor
Debra Smith
Committee Members
Joanna Grymes
Call Number
LD 251.A566d 2024 H86
Abstract
This qualitative, narrative study highlighted the perspectives of novice teachers regarding their preparation to educate and work with students with ADHD equitably. The problem addressed in the study was the need to understand how novice teachers are prepared to work equitably with students with ADHD. The purpose of the study was to explore the development of knowledge and classroom management skills of novice teachers that prepared them for working equitably with students with ADHD in the general education classroom. The educational equity theory guided this study in relation to the preparation of teachers to equitably educate all students. Interviews were conducted with novice teachers regarding their views on preparation during their teacher education programs and school districts. Data collected was used to understand the preparation strategies used in various programs and schools to prepare teachers to manage these students. Findings revealed that most novice teachers feel they need more preparation to educate and work with these students. Data showed that teacher education programs and school districts should include more specific preparation during coursework, fieldwork, and professional development.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hunt, Marilyn, "Perspectives of Novice Teachers to Prepare For and Work Equitably With Students with Attention-Deficit/Hyperactivity Disorder" (2024). Student Theses and Dissertations. 10.
https://arch.astate.edu/all-etd/10
