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Full-Text Articles in Education

Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones Jan 2021

Perspectives On Professional Development On Common Core Standards For English Language Arts, Martin W. Jones

Walden Dissertations and Doctoral Studies

Middle school teachers at a rural site in a western state have faced problems in implementing Common Core State Standards (CCSS) for English Language Arts (ELA), as well as in resolving achievement gaps in ELA between regular education students, special education (SPED) students, English language learners (ELL), and at-risk students. The purpose of this case study was to obtain teachers’ and school leaders’ perspectives on how CCSS for ELA can be used to enhance learning for all populations of students using the Universal Design for Learning (UDL) principles. The CCSS for ELA and UDL comprised the frameworks employed in this ...


Instructional Leadership Practices Of Middle School Principals Regarding Students With Learning Disabilities, Sharon Dixson Jan 2021

Instructional Leadership Practices Of Middle School Principals Regarding Students With Learning Disabilities, Sharon Dixson

Walden Dissertations and Doctoral Studies

AbstractA problem existed among middle school principals in that they appeared to inconsistently apply instructional leadership practices while supporting their teachers teaching students with learning disabilities. How the principals perceived these inconsistencies and the possible effects on practice was not fully understood. The purpose of this study was to understand the perceptions of middle school principals regarding their instructional leadership practices to consistently support teachers who teach students with learning disabilities. The conceptual framework comprised the instructional leadership theory of Murphy, Hallinger, Weil, and Mitman. The research question addressed the perceptions of middle school principals regarding their instructional leadership practices ...


Teachers’ Perceptions Of Differentiation And The Struggle For Consistent Implementation, Felicia Dawn Fordyce Jan 2021

Teachers’ Perceptions Of Differentiation And The Struggle For Consistent Implementation, Felicia Dawn Fordyce

Walden Dissertations and Doctoral Studies

A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. Therefore, the purpose of this study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and self-assessment of using differentiated instruction in classrooms in three elementary schools. A qualitative case study methodology was used with the interpretation of differentiation as the conceptual framework. The two research questions ...


Perceptions, Potholes, And Possibilities Of Using Digital Voice Assistants To Differentiate Instructions, Adrian A. Weir Jan 2020

Perceptions, Potholes, And Possibilities Of Using Digital Voice Assistants To Differentiate Instructions, Adrian A. Weir

Walden Dissertations and Doctoral Studies

Access to technologies and understanding the potential uses of technology to differentiate instruction have been a concern for the teachers and students in a local school district located in the southeastern United States. Despite the emergence of digital voice assistants (DVAs) as tools for instructions, teachers lack knowledge and strategies for using DVAs to differentiate instruction in their classrooms. The purpose of this qualitative study was to identify teacher knowledge and strategies employed among special education (SPED) teachers using DVAs to differentiate instruction in their classrooms. The concepts of Carol Tomlinson’s differentiation theory and Mishra and Koehler’s TPACK ...


Meeting The Needs Of College Students With Learning Disabilities, Rita Garrett Foster Jan 2020

Meeting The Needs Of College Students With Learning Disabilities, Rita Garrett Foster

Walden Dissertations and Doctoral Studies

Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed ...


Differentiated Instruction In Middle School Inclusion Classrooms To Support Special Education Students, Latoya Keyona Benjamin Jan 2020

Differentiated Instruction In Middle School Inclusion Classrooms To Support Special Education Students, Latoya Keyona Benjamin

Walden Dissertations and Doctoral Studies

Differentiated instruction (DI) research has shown many benefits of implementing instructional practices within an inclusive classroom. However, many teachers do not utilize this instructional practice regularly. An instrumental qualitative case study design that included teachers from one middle school in a rural school district in a southeastern state was used in this study to explore rural middle school teachers' experiences with incorporating the components of DI to support special education students in an inclusion classroom. The challenges faced when incorporating DI were also examined. Tomlinson's model of differentiated instruction framed this study, as it explores the need for teachers ...


Investigating Middle School Teachers’ Experiences In Inclusive Classrooms, Jilleane Archie Jan 2020

Investigating Middle School Teachers’ Experiences In Inclusive Classrooms, Jilleane Archie

Walden Dissertations and Doctoral Studies

Meeting the needs of students with disabilities, while implementing research-based instructional strategies in inclusive settings, presents an array of successes and challenges for both general and special education teachers. The problem at the local study site was that both general and special education teachers faced challenges as they implemented inclusion practices to meet the College and Career Readiness Performance Index, Closing Gaps component improvement targets for students with disabilities. The purpose of this qualitative case study was to investigate general and special education teachers’ successes, challenges, and needs as they implemented inclusion practices in middle school classrooms. This study was ...


Head Start Teachers’ Self-Efficacy And Experiences Teaching Children With Autism Spectrum Disorders, Leronda Phillips Jan 2020

Head Start Teachers’ Self-Efficacy And Experiences Teaching Children With Autism Spectrum Disorders, Leronda Phillips

Walden Dissertations and Doctoral Studies

Autism spectrum disorders are pervasive developmental disorders in which a student’s inability to communicate, undeveloped social skills, and restricted interests require intervention from trained professionals. Autism spectrum disorder is an eligibility for special education where students can be affected by the presence of a lack of qualified teachers. Teachers who work with students with special needs experience more frustration and burnout than do teachers of typical students; research has suggested that teachers with higher self-efficacy have more success than do teachers with lower self-efficacy. The study’s theoretical basis was derived from Bandura’s self-efficacy theory. This phenomenological qualitative ...


Case Study Of Teachers’ Instructional Practices Among Eighth Grade Students With Disabilities, Lashaundon Perkins Jan 2020

Case Study Of Teachers’ Instructional Practices Among Eighth Grade Students With Disabilities, Lashaundon Perkins

Walden Dissertations and Doctoral Studies

Academic achievement of students relies heavily on a student’s reading proficiency. The college-and career-readiness reading test results of 8th grade North Carolina students did not meet expectations during the 2016-2017 school year. The overall reading performance of 8th grade North Carolina students who have shown achievement at or above proficient was 30%, which is below the national average. The purpose of this qualitative case study was to explore the instructional practices of special education teachers in a low performing school in the eastern region of North Carolina. Vygotsky’s sociocultural theory provided the conceptual framework for this study. Research ...


Meeting The Needs Of College Students With Learning Disabilities, Rita Garrett Foster Jan 2020

Meeting The Needs Of College Students With Learning Disabilities, Rita Garrett Foster

Walden Dissertations and Doctoral Studies

Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed ...


Special Education Teacher Retention In The Early Years, Caroll Brant Jan 2020

Special Education Teacher Retention In The Early Years, Caroll Brant

Walden Dissertations and Doctoral Studies

The intent of this qualitative study was to examine the impact of intrinsic motivators and extrinsic workplace experiences on the retention of beginning special education teachers of students with low incidence disabilities (LIDs). This study was designed in response to district leaders’ shared concerns of the continuous turnover experienced annually in several districts in a region of a southern state. Two research questions were developed to gain a deeper insight into the influence intrinsic and extrinsic factors have on beginning special education teachers’ decisions to stay in the self-contained, LID classroom. Ten beginning special education LID teachers participated in interviews ...


Circumstances And Experiences Of Regular And Special Education Teachers In Inclusion, Grace Selarde Absher Jan 2019

Circumstances And Experiences Of Regular And Special Education Teachers In Inclusion, Grace Selarde Absher

Walden Dissertations and Doctoral Studies

Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education teachers (RETs) and 5 special education teachers (SETs) from 3 public school districts in a ...


Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland Jan 2019

Examining General Educators' Instructional Practices Teaching Mathematics To K-8 Students With Disabilities, Kendra Michelle Cumberland

Walden Dissertations and Doctoral Studies

A disparity in the mathematics performance between students with disabilities (SWDs) and students without disabilities in K-8 grades in international schools may lead to a lack of opportunities for SWDs to take advanced mathematics classes and enter mathematics-related college programs and careers. This problem may be increased if K-8 teachers of SWDs do not use social-constructivist-based practices needed for effective mathematics teaching. The purpose of this bounded qualitative exploratory case study was to explore the constructivist-based practices teachers applied in the mathematics K-8 classrooms for SWDs. Vygotsky's social-constructivism theory was used to guide this study. The research question addressed ...


Strategies And Assessments To Support Special Education Students' Writing The Literacy Test, Angelo Caesar Maniccia Jan 2018

Strategies And Assessments To Support Special Education Students' Writing The Literacy Test, Angelo Caesar Maniccia

Walden Dissertations and Doctoral Studies

Many special education (SPED) students are failing the Ontario Secondary School Literacy Test (OSSLT) despite writing instruction provided by SPED teachers. The purpose of this study was to understand teachers' perceptions about why students were failing the literacy/writing test and document whether evidence-based assessment and writing practices were implemented. Cognitive-behavioral theory served as the conceptual framework for this study. The research questions in this study focused on SPED teachers perceptions regarding students not passing the OSSLT, observations of whether assessment and instruction for writing aligned with best practices, and collecting baseline curriculum-based measurement (CBM) data of SPED students' current ...


Response To Intervention Implementation And Special Education Eligibility In Rural Wisconsin Schools, Jessica Golburg Jan 2018

Response To Intervention Implementation And Special Education Eligibility In Rural Wisconsin Schools, Jessica Golburg

Walden Dissertations and Doctoral Studies

The purpose of this quantitative study was to investigate differences among special education enrollments for specific learning disabilities (SLD) and other disabilities within districts using school-wide response to intervention (RTI). Differences between rural and suburban school districts during the phases of the insufficient criterion rollout for SLD identification were explored as were environmental factors' impact on RTI implementation. Systems theory framed how concerns in rural districts impact the ability to use RTI data for special education enrollment. The research questions examined prevalence rates of SLD and other disabilities, compared RTI implementation fidelity in rural and suburban districts, and explored environmental ...


Self-Efficacy Of Novice And Experienced Special Education Teachers Of English Learners, Deborah Escalante Montoya Jan 2018

Self-Efficacy Of Novice And Experienced Special Education Teachers Of English Learners, Deborah Escalante Montoya

Walden Dissertations and Doctoral Studies

Special education teachers in California acquire advanced degrees, credentials, and authorizations to serve students with disabilities who are English language learners (SWD-ELLs), yet continue to be challenged to meet the complex instructional needs of these students. Performance on statewide tests of achievement show continued disparities between the academic achievement of SWD, ELLs, and their non-disabled English-only speaking peers. Bandura's theory of self-efficacy was the theoretical foundation for this research study given that teachers' perceptions of their abilities across the span of their careers can directly affect the achievement of their students. To compare and examine the self-reported sense of ...


Increasing The Career Longevity Of Teachers Of Students With Emotional And Behavioral Disorders, Leroy V. Smith Jan 2018

Increasing The Career Longevity Of Teachers Of Students With Emotional And Behavioral Disorders, Leroy V. Smith

Walden Dissertations and Doctoral Studies

Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from ...


Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley Jan 2018

Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley

Walden Dissertations and Doctoral Studies

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as ...


The Relationship Of Parental Involvement And Reading Achievement Of Ninth-Grade Students, Florence Ann Mayhall-Andrews Jan 2018

The Relationship Of Parental Involvement And Reading Achievement Of Ninth-Grade Students, Florence Ann Mayhall-Andrews

Walden Dissertations and Doctoral Studies

The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child ...


Response To Intervention Program Implementation In A Suburban Elementary School Setting, Danielle M. Kovach Jan 2018

Response To Intervention Program Implementation In A Suburban Elementary School Setting, Danielle M. Kovach

Walden Dissertations and Doctoral Studies

Response to Intervention (RTI) programs are designed to support students at risk of failing in school due to academic or behavioral problems. When RTI programs are applied inconsistently due to teachers' resources or knowledge, students may be wrongly identified for special education services. The purpose of this qualitative bounded descriptive case study was to explore K-4 general education teachers' experiences with RTI program implementation and the extent teachers used the RTI program in their classrooms. This study was guided by Gagné's conditions of learning theory. A purposeful sampling of 10 K-4 general education teachers, who taught an RTI program ...


Challenges To Augmentative And Alternative Communication Interventions With Autism Spectrum Disorder Students, Kristy Jane Singer-Macnair Jan 2017

Challenges To Augmentative And Alternative Communication Interventions With Autism Spectrum Disorder Students, Kristy Jane Singer-Macnair

Walden Dissertations and Doctoral Studies

Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education ...


Teacher And Student Variables Affecting Special Education Evaluation And Referral, Lorenzo Adrian Woodson Jan 2017

Teacher And Student Variables Affecting Special Education Evaluation And Referral, Lorenzo Adrian Woodson

Walden Dissertations and Doctoral Studies

Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students for special education evaluation. The following questions guided this research: 1) To what degree does student race/ethnicity, teacher gender, teacher race/ethnicity, and teacher attitude toward inclusion predict how likely a teacher would refer boys' to special education after controlling for teacher's years of experience in general and special ...


Teachers' Theories Of Teaching And Learning And The Use Of Math Interventions, Nicole P. Jones Jan 2017

Teachers' Theories Of Teaching And Learning And The Use Of Math Interventions, Nicole P. Jones

Walden Dissertations and Doctoral Studies

Despite the academic gap between students with learning disabilities (LD) and their nondisabled peers, schools continue to educate students with LD in regular education classrooms. In secondary math classes, such as Algebra 1, students with LD have high percentages of failure. The purpose of this cross-sectional study was to examine the relationship between teachers' personal theories of teaching and learning and their use of math interventions. Fox's (1983) theoretical framework of teaching and learning was used as a conceptual lens. Surveys were administered to 20 high school math teachers in an urban Northeastern U.S. school district. An ordinal ...


Relationship Between Teachers' Attitudes Toward Inclusion And Professional Development, Patricia Chatman Chatman Jan 2017

Relationship Between Teachers' Attitudes Toward Inclusion And Professional Development, Patricia Chatman Chatman

Walden Dissertations and Doctoral Studies

Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive ...


Teachers' Perceptions And Practices Of Multiple Intelligences Theory In Middle Schools, Linda N. Kennedy-Murray Jan 2016

Teachers' Perceptions And Practices Of Multiple Intelligences Theory In Middle Schools, Linda N. Kennedy-Murray

Walden Dissertations and Doctoral Studies

Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical ...


Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins Jan 2016

Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins

Walden Dissertations and Doctoral Studies

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured ...


Examining Barriers With Implementing Augmentative And Alternative Communication In A Midwest School, Ashley Renee Fields Jan 2015

Examining Barriers With Implementing Augmentative And Alternative Communication In A Midwest School, Ashley Renee Fields

Walden Dissertations and Doctoral Studies

Many speech-language pathologists (SLPs) in a Midwest urban public school system have experienced barriers that prohibit the effective use of augmentative and alternative communication (AAC). The result has left some students with speech language impairments (SLI) without the communication skills for meaningful relationships and success in and out of school. The purpose of this exploratory case study was to determine the perceived barriers of 8 local school SLPs regarding the successful implementation of AAC and their suggestions for addressing the problem. Data were collected from semi-structured interviews with the SLPs. Data collection and analysis were grounded by Ely's conditions ...


Early Childhood Teacher Perspectives Of Developmentally Appropriate Use Of Computer Applications, Heather S. White Jan 2015

Early Childhood Teacher Perspectives Of Developmentally Appropriate Use Of Computer Applications, Heather S. White

Walden Dissertations and Doctoral Studies

There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with the foundation to achieve sustainable changes. The research questions that guided this qualitative case study were designed to obtain ...


Perspectives Of Parents Of Students With Disabilities Toward Public And Homeschool Learning Environments, Angie Marie Delaney Jan 2014

Perspectives Of Parents Of Students With Disabilities Toward Public And Homeschool Learning Environments, Angie Marie Delaney

Walden Dissertations and Doctoral Studies

Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who ...


Educators' Perceptions About African American Student Referrals To Special Education, Ydeaira Erica Ely Jan 2014

Educators' Perceptions About African American Student Referrals To Special Education, Ydeaira Erica Ely

Walden Dissertations and Doctoral Studies

The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race theory and zone of proximal development. Criterion sampling was used to select 6 ...