Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Clarence Jones
Committee Member
Barbara Zwadyk
Committee Member
Ronald P. Kern
Keywords
academic skills, autism, classroom inclusion, direct observations, educator perceptions, formal training, inclusion, peer modeling, perception, questionnaires, role playing, special education, teacher attitudes, teacher training, training needs analysis
Abstract
This study evaluated the effects of educators’ perception on the application of peer modeling strategies in the classrooms. Without teachers’ positive attitude towards peer modeling, it was difficult to apply these strategies effectively. Teachers’ attitudes were determined by their existing perceptions, whereas different perceptions resulted in different dispositions to act and different outcomes. The purpose was to determine how teachers in a school located in south Florida applied peer modeling, and how their perceptions over it played an important role. The researcher attempted to evaluate the importance of peer-model strategies and to demonstrate the true benefit of their proper application in the classrooms.
It was a common practice to accommodate children within the classroom for managing and controlling their behavior. The improvement of academic skills was displaced, and the actual purpose of peer-modeling strategies was neutralized. The researcher considered that inclusion components were present in regular and special classrooms, and the concepts peer modeling applied to both. A group of special education and regular classroom teachers participated by responding to questionnaires followed by direct observations. The previous teaching experience and academic education levels were evaluated in an attempt to produce a training needs analysis on the use of peer-modeling strategies.
The analysis of the collected data confirmed that teachers understood the concept of peer modeling as product of an empirical experience rather than an informative training process, which suggested that formal training on peer-modeling strategies application was needed for successful inclusion. The importance of educators’ perceptions on peer modeling and its application required additional exploration to evaluate the latent possibilities for improving these peer-modeling strategies that greatly benefit children.