Figuring the Emotionally Disturbed Child: The Function of Teacher Talk on Special Education Referrals of Elementary Aged Children With Emotional and Behavioral Disorders
| dc.contributor.advisor | Thorius, Kathleen King | |
| dc.contributor.author | Coomer, Maureen Negrelli | |
| dc.contributor.other | Hayes, Cleveland | |
| dc.contributor.other | Santamaría Graff, Cristina | |
| dc.contributor.other | Collins, Kathleen | |
| dc.contributor.other | Mintus, Kenzie Latham | |
| dc.date.accessioned | 2021-08-09T15:02:07Z | |
| dc.date.available | 2021-08-09T15:02:07Z | |
| dc.date.issued | 2021-07 | |
| dc.degree.date | 2021 | en_US |
| dc.degree.discipline | ||
| dc.degree.grantor | Indiana University | en_US |
| dc.degree.level | Ph.D. | en_US |
| dc.description | Indiana University-Purdue University Indianapolis (IUPUI) | en_US |
| dc.description.abstract | This interpretive study makes explicit the cultural cognitive structures on which education professionals rely as they determine an elementary-aged child as having an emotional and behavioral disorder through a critical discourse analysis of teacher talk and participant structure analyses. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1805/26376 | |
| dc.identifier.uri | http://dx.doi.org/10.7912/C2/2872 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Critical Discourse Analysis | en_US |
| dc.subject | Elementary Education | en_US |
| dc.subject | Emotional Disturbance | en_US |
| dc.subject | Figured Worlds | en_US |
| dc.subject | Mental Disability | en_US |
| dc.subject | Special Education | en_US |
| dc.title | Figuring the Emotionally Disturbed Child: The Function of Teacher Talk on Special Education Referrals of Elementary Aged Children With Emotional and Behavioral Disorders | en_US |
| dc.type | Dissertation |