dc.contributor.author	Colgrove, Mary, Ann
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2023-08-03T15:19:42Z
dc.date.available	2023-08-03T15:19:42Z
dc.date.issued	2023-07-28
dc.identifier.other	e9215241-8a3a-42f4-a69b-38ac6f5184af	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6816
dc.description.abstract	This study examined how female educators with AD/HD experience teaching, specifically managing their classroom, interacting with colleagues, administrators, and parents, and interact socially with colleagues. Brock (2008) is the only study that specifically researching teachers with AD/HD, but her study does not investigate how female educators changed after being diagnosed with AD/HD. I performed a hybrid study using a basic descriptive study and autoethnography. For this study, I posed three research questions: (1) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to manage a classroom learning environment, (2) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to professionally communicate student progress to colleagues, administrators, and parents, and (3) how does a diagnosis of AD/HD as an adult effect a female educator’s perception of her ability to interact socially with colleagues and support personnel? To answer these questions, I conducted a three-part life story interview (Atkinson, 2002). The first round of coding was performed using Emotion coding and the second round of coding was performed using Pattern coding (Saldana, 2016). I used these coding methods to analyze my participants’ interview data and answer my research questions. After analyzing the data, I found multiple ranges of emotions and patterns of behavior. The ranges of emotions included positive, negative, and neutral. The patterns of behavior I identified were resilience and leveraging AD/HD. After performing a comparative analysis, I found that my participants had similar experiences.	en_US
dc.format.extent	1 electronic record. PDF/A document, 257 pages, 3174783 bytes bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Curriculum development	en_US
dc.subject	Education	en_US
dc.subject	Dissertations, Academic	en_US
dc.subject	Anxiety	en_US
dc.subject	Attention-deficit hyperactivity disorder	en_US
dc.subject	Coping	en_US
dc.subject	Women teachers	en_US
dc.title	How Female Educators with Attention-deficit/Hyperactivity Disorder Experience the Teaching Profession	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Fiester, Herbert
dc.description.committee	Downey, Steve
dc.description.committee	Wasieleski, David
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US