The purpose of this qualitative phenomenological study was to explore the lived experiences of public K-12 general education teachers with research-based frameworks and strategies for students in the classroom who are identified with emotional disability. The following questions were used to guide this study: (1) How do public K-12 general education teachers describe the use of research-based academic management frameworks and strategies in the general education classroom for students identified with an emotional disability? (2) How do public K-12 general education teachers describe the use of research-based classroom management frameworks and strategies in the general education classroom for students identified with an emotional disability? (3) How do public K-12 general education teachers describe the use of research-based student-teacher relationships frameworks and strategies in the general education classroom for students identified with an emotional disability?
Semi-structured interviews were used to gather data from the participants to better understand the central phenomenon. The findings of this study focused on the lived experiences of K-12 public general education teachers perspectives of research based frameworks and strategies for teaching students with an emotional disability. Three themes emerged from these coding of the interview transcript, these themes include, (1) Self-Identified Teaching Barriers, (2) The Importance of Knowing Students in their Environment, and(3) differentiation for students with an emotional disability.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to explore the lived experiences of public K-12 general education teachers with research-based frameworks and strategies for students in the classroom who are identified with emotional disability. The following questions were used to guide this study: (1) How do public K-12 general education teachers describe the use of research-based academic management frameworks and strategies in the general education classroom for students identified with an emotional disability? (2) How do public K-12 general education teachers describe the use of research-based classroom management frameworks and strategies in the general education classroom for students identified with an emotional disability? (3) How do public K-12 general education teachers describe the use of research-based student-teacher relationships frameworks and strategies in the general education classroom for students identified with an emotional disability?</p> <p>Semi-structured interviews were used to gather data from the participants to better understand the central phenomenon. The findings of this study focused on the lived experiences of K-12 public general education teachers perspectives of research based frameworks and strategies for teaching students with an emotional disability. Three themes emerged from these coding of the interview transcript, these themes include, (1) Self-Identified Teaching Barriers, (2) The Importance of Knowing Students in their Environment, and(3)<strong> </strong>differentiation for students with an emotional disability.</p>","abstract_has_math":false,"creators":["Arnauckas, Denise"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Andrea Disque","Chad Walls","N/A"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["Academic Management","Classroom Management","Emotional Disability","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/21","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrea Disque","Chad Walls","N/A"]},{"key":"dc:creator","label":"Author","values":["Arnauckas, Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Academic Management","Classroom Management","Emotional Disability","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/21"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to explore the lived experiences of public K-12 general education teachers with research-based frameworks and strategies for students in the classroom who are identified with emotional disability. The following questions were used to guide this study: (1) How do public K-12 general education teachers describe the use of research-based academic management frameworks and strategies in the general education classroom for students identified with an emotional disability? (2) How do public K-12 general education teachers describe the use of research-based classroom management frameworks and strategies in the general education classroom for students identified with an emotional disability? (3) How do public K-12 general education teachers describe the use of research-based student-teacher relationships frameworks and strategies in the general education classroom for students identified with an emotional disability?
Semi-structured interviews were used to gather data from the participants to better understand the central phenomenon. The findings of this study focused on the lived experiences of K-12 public general education teachers perspectives of research based frameworks and strategies for teaching students with an emotional disability. Three themes emerged from these coding of the interview transcript, these themes include, (1) Self-Identified Teaching Barriers, (2) The Importance of Knowing Students in their Environment, and(3) differentiation for students with an emotional disability.
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Semi-structured interviews were used to gather data from the participants to better understand the central phenomenon. The findings of this study focused on the lived experiences of K-12 public general education teachers perspectives of research based frameworks and strategies for teaching students with an emotional disability. Three themes emerged from these coding of the interview transcript, these themes include, (1) Self-Identified Teaching Barriers, (2) The Importance of Knowing Students in their Environment, and(3) differentiation for students with an emotional disability.
"],"dc:identifier":["https://dune.une.edu/edu_diss/21"],"dc:subject":["Academic Management","Classroom Management","Emotional Disability","Education"],"dc:title":["Exploring The Lived Experiences Of Public K-12 General Education Teachers With Research-Based Frameworks And Strategies For Students With An Emotional Disability"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}