Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities

Middle School Teachers’ Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities by Jessica Stephens Traylor EdS, Georgia Southern University, 2005 MEd, Georgia Southern University, 2003 BS, Georgia State University, 2001 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Abstract Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching selfregulation skills to adolescents with disabilities. It was unknown, therefore, whetherResearch shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching selfregulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman’s self-regulated learning theory and Bandura’s selfefficacy theory served as the conceptual frameworks for this study. The research questions addressed middle school teachers’ experiences with and perceptions of teaching self-regulation skills to adolescents with disabilities. Purposeful sampling was used to select 8 teachers, including general and special education teachers, who were currently teaching students with disabilities to participate in semistructured individual interviews. Additionally, lesson plans were reviewed to determine the use of planning for selfregulation interventions. Data were grouped into categories using coding and thematically analyzed. The findings indicated that teachers had experience teaching some aspects of self-regulation; however, they reported needing more information about the specific needs of their students with disabilities, ways to fit self-regulation skill instruction into the existing curriculum, and strategies to help their students build selfefficacy and motivation. With an increased focus on self-regulation skills, teachers may see an increase in the academic skills and motivation of students with disabilities. Middle School Teachers’ Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities by Jessica Stephens Traylor EdS, Georgia Southern University, 2005 MEd, Georgia Southern University, 2003 BS, Georgia State University, 2001 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2016 Dedication This project study is dedicated to my family. I would not have been able to accomplish this without your patience and support. You provided me with the time and space that I needed to think through this complex issue. It is also dedicated to the hundreds of students I have been able to work with over the years. You helped me understand how important it is to have effective teachers who care about your success in life as much as they care about your grades. Acknowledgments I would like to thank God first for blessing me with the ability to succeed in school and life without significant academic challenges. I would like to thank my parents for providing a strong foundation and a love of learning. To my husband and children, I would like to thank you for allowing me to spend countless hours in the office reading and writing. I would also like to thank the Walden faculty members who have been extremely helpful along this journey. Dr. Kim and Dr. Adams, your encouragement and guidance provided much-needed clarity and direction.