This qualitative study examined how teachers use instructional practices and family reinforcement interventions to support intrinsic motivation for special education students as a means to meet graduation requirements. Purposeful sampling of highly qualified special education teachers certified in language arts was used in this study. The data were collected through three teacher participant interviews, classroom observations, and a collection of documents and artifacts.
The findings are presented and discussed through the three main themes that emerged from data analysis and interpretation. Three main themes described instructional practices used to support intrinsic motivation for special education students as a means to meet requirements for graduation: collaboration, relevant/meaningful learning, and relationships. One main theme described how teachers use family support interventions to provide intrinsic motivation for special education students as a means to meet requirements for graduation: open/transparent communication. This study adds to the body of literature regarding instructional practices and family support interventions to support intrinsic motivation as a means of meeting graduation requirements.
|Commitee:||Jordan, Joan A., McDaniel, Andie M.|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Special education, Secondary education|
|Keywords:||Education, Intrinsic, Motivation|
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