Secondary Education Commons^™

Exploring Secondary Teachers’ Mental Health Self-Efficacy, Perceptions Of Supporting Student Mental Health And Well-Being, Sherilyn A. Kile

Education (PhD) Dissertations

Research has indicated that over half of all lifetime cases of mental health conditions begin before the age of 14 years (NAMI, 2024a), making the adolescent period a critical and formative time. The unprecedented effect of the COVID-19 pandemic has been linked to more mental health problems in children and adolescent youth (Sayed et al., 2024), particularly affecting southern California school districts that implemented distance or hybrid learning models (K. Brann et al., 2022). Secondary teachers are essential referral sources and gatekeepers for linking adolescent children to mental health support (Owens et al., 2014). Given the essential role teachers play …

Creating A Highly Effective College Transition Guide: For Secondary School Students With Autism Spectrum Disorder, Trevor J. Sparacio

Graduate Student Dissertations, Theses, Capstones, and Portfolios

This dissertation examines the secondary-to-postsecondary transition experiences of autistic youth and develops The Sparacio Transition Guide, a comprehensive, research-informed tool designed to improve college and career outcomes for students with autism spectrum disorder (ASD).

Framed by ecological systems theory, the social model of disability, Universal Design for Learning, and person-centered planning, the study investigates strategies, supports, and program components that promote successful movement from high school to higher education and employment. Using a qualitative phenomenological design, the researcher conducted in-depth, semi-structured Zoom interviews with eight accomplished autistic adults who completed postsecondary education and achieved career success, then employed thematic analysis, …

An Investigation Into The Effectiveness Of High School Models Of Instruction In English Language Arts For Exceptional Education Standard Diploma Students, Lori A. Rath Minton

Dissertations

This study examined the effectiveness of high school instructional models in English Language Arts (ELA) for Exceptional Student Education (ESE) students pursuing a standard diploma. The purpose was to compare self-contained and inclusion models within the framework of the Individuals with Disabilities Education Act (IDEA), emphasizing Free and Appropriate Public Education (FAPE) and the Least Restrictive Environment (LRE). The research was conducted in a medium-sized rural district high school.

The overarching research question was: Based on student test scores, ESSA data, surveys, and interviews with content area teachers, ESE teachers, paraprofessionals, support facilitators, and administrators, how effective are self-contained and …

The Impact Of Educators’ Perceptions Of Neurodivegence On Their Self-Efficacy In Teaching Middle And High School Students With Adhd And Autism In Rural Minnesota, Nicolle D. Bettcher Erickson

Dissertations, Theses, and Projects

ABSTRACT

The purpose of this phenomenological qualitative study was to explore how we can best support our teachers in matching our ever-changing educational landscape, specifically our neurodivergent learners. When educating neurodivergent students (students with autism or attention deficit hyperactivity disorder), we must understand how to teach these creative, sometimes misunderstood individuals and unleash their full potential. To do so, we need educational practitioners who have healthy perceptions of what it means to be neurodivergent and educators who understand both the talents and hurdles that being neurodivergent may entail. This study examined how non-special education teachers' perceptions of neurodivergence correlated with …

District Administrator Perceptions Of Response To Intervention Implementation In K-12 Underperforming Public Schools In Connecticut, Sarah J. Idris

Doctor of Education Program Dissertations

This qualitative phenomenological study aimed to understand the perceptions of Connecticut public school district administrators working at K-12 underperforming schools implementing response to intervention (RTI). Little was known about district administrators working in Connecticut K-12 underperforming schools’ perceptions of RTI implementation. Data was collected via semi-structured interviews with six volunteer participants who qualified as district administrators working in underperforming K-12 public schools in Connecticut. The information from this study illustrated how the district administrators perceived RTI implementation within their districts and the barriers they faced related to RTI implementation. Four themes and nine subthemes were identified. The four themes were …

A Comprehensive Accommodations Model In The Catholic School Inclusive Context, David Scanlon, Drina Kei Yatsu

Journal of Catholic Education

While Catholic schools have a mission of inclusivity, they are often challenged to support students who may have disabilities. A significant cause of their challenge is lacking a special education infrastructure. Classroom accommodations are a primary form of supporting students with disabilities, and others, who struggle in the classroom. Catholic high school educators collaborated with special education researchers in a research project involving collaborative action research to identify and validate an accommodations model specific to the Catholic secondary school context. The model includes three phases—Preparation, Provision, and Evaluation—as well as features such as redundant services, a dedicated learning specialist, and …

Facilitating On-Task Behavior In Physical Education For Learners With Asd Through Special Interest Modified Materials: Antecedent-Based Intervention, Gary Smith

Cal Poly Humboldt theses and projects

Children with Autism Spectrum Disorder (ASD) are affected in the areas of social skills, communication, and restrictive and repetitive behaviors that can lead to barriers in accessing physical education (PE). School-based PE helps children learn how to develop the knowledge, skills, and confidence to live physically active lifestyles. The purpose of this current study is to implement an antecedent based intervention using special interest materials to increase on task and engagement in learners with ASD in PE activities. The intervention showed modest to minimal improvements in on-task behavior and performance for two of the three participants, with high variability and …

Block Schedules In Virginia Schools: Purposes, Outcomes, And Policy Considerations, David Naff, Meleah Ellison, Jamelle Simmons, Xun Liu, Martin Darby, Crystal R. Bell, Shelby Garofalo, Obed Boateng, Wendy Rodgers, Audrina Farrar, Karli Johansen, Mysia Perry, Maggie Szydlowski, Fatemah A. Khawaji, Katherine Urban

MERC Publications

When schools and divisions choose a daily schedule structure to follow, it is important to consider its purpose and potential impacts on students, educators, and families. The purpose of this MERC research and policy brief is to inform the work of school division leaders and school board members making decisions about whether to adopt or continue the use of block scheduling in middle and high schools. It explores the following questions:

1. What are block schedules and where are they used?

2. How are school schedules related to student outcomes and educator quality?

3. What policies at the federal, state, …

Effects Of Parent Involvement In Their Children’S Academic And Behavioral Performance, Megan Menozzi

Theses and Dissertations

This applied dissertation was designed to investigate the best practices to increase parental involvement in their children’s school activities by recording and scribing the experiences of certified teachers. Prior to this study, the current school experienced a decrease in parental involvement with their child’s scheduled school activities. As the school carry on with planning scheduled events for parental involvement, teachers were still expected to be prepared to implement curriculum in the classrooms, while ensuring children’s needs were being met by way of continuous communication with families.

The researcher developed a qualitative phenomenological approach. The design allowed the researcher to interview …

The Impact Of Behavior Skills Training On Secondary Math Teachers’ Use Of Evidence Based Classroom Management Strategies, Molly E. Jouflas, Kimberly Dean Dr., Peggy Hickman Dr.

Capstone Showcase

School-Wide Positive Behavior Interventions and Supports (SW-PBIS) is a research-based approach that improves student engagement, behavior, and school culture, primarily in elementary schools, but is growing in secondary schools. Secondary teachers often resist SW-PBIS due to perceptions that it’s meant for younger students and the belief that high schoolers should already know socially appropriate behavior. One significant barrier to its implementation is the lack of time and space for effective teacher training at the secondary level (Estrapala et al., 2021; Swain-Bradway et al., 2015). Behavior skills training (BST), derived from applied behavior analysis, has proven effective in training educators to …

Teachers’ Perspectives On Behavioral Classroom Expectations Of Students With Emotional And Behavioral Disorders, Jennifer E. Brewer

Theses and Dissertations

The problem addressed in this study was that adolescents with emotional and behavior disorders (EBD) were failing in general education courses. The purpose was to investigate how teachers’ perceptions and biases influenced EBD students. Participants included five teachers (two special education teachers and three general education teachers) from each of Grades 6, 7, and 8 recruited from social media. The study was guided by the case study research design, and the interview instrument was the Indepth Interview Protocol. Data analysis was guided by a coding system that facilitated searching the interview responses for themes.

Research Question 1 queried about forms …

Teacher Views Of Augmentative And Alternative Communication With Nonverbal Students With Severe Intellectual Disabilities: A Generic Qualitative Study, Lelita K. Thomas

Theses and Dissertations

Students with significant intellectual disabilities who are nonverbal often depend on augmentative and alternative communication devices to engage with lessons and participate in secondary educational environments. Despite advancements in this technology, issues pertaining to training, consistency, and institutional support persist, hindering effective application in urban schools. The objective of this generic qualitative study was to investigate the perspectives of teachers and related service providers regarding the utilization of these devices for nonverbal students with severe intellectual disabilities in urban secondary schools.

Data were gathered via semi-structured interviews with 11 participants, comprising special education instructors, related service providers, and special education …

Supporting Students In Transition To And From High School, David Naff, Jamelle Simmons, Meleah Ellison, Shelby Garofalo, Laura Thoene, Kim Dupre, Sooyeon Moon, Karli Johanson, Paul Harris, Martin Darby, William L. Parker, Tracy Booker, Janel Miley, Mysia Perry, Xun Liu, Maggie Szydlowski, Ahmed Abbas

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from high school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions …

Empowering Futures Together: The Role Of Emotional Intelligence In Postsecondary Outcomes For Young Adults With Autism, Olivia Bliss

Antioch University Dissertations & Theses

Autistic young adults are disproportionately excluded from postsecondary education and employment opportunities, with significantly lower rates of college completion and higher levels of unemployment than their non-disabled peers. While social and emotional learning (SEL) has been widely promoted as a vehicle for student success, research on how emotional intelligence (EQ) shapes the postsecondary experiences of neurodivergent individuals remains limited. This explanatory sequential mixed methods study explores how emotional intelligence competencies influence postsecondary outcomes and satisfaction among autistic young adults. Participants completed the Six Seconds Emotional Intelligence Assessment (SEI), and their results were analyzed alongside demographic and outcome data. The second …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

School Administrators’ Perspectives On Dyslexia And Transformational Leadership And Implications For Teacher Placement, Christina M. Walker

Electronic Theses and Dissertations

This study focused on the perceptions of secondary-level administrators about dyslexia instruction and their decision-making process in teacher placement within a Texas school district. Using transformative leadership theory, the researcher’s aim was to address the instructional needs of students with dyslexia and help catalyze educational change. The research involved a qualitative descriptive approach to explore administrators’ perspectives and practices. Findings revealed that dyslexia affects approximately 15%–20% of the U.S. population. Despite intellectual capabilities, individuals with dyslexia face persistent struggles in reading and writing because of neurobiological differences. The specific problem addressed was the lack of understanding among school administrators about …

An Examination Of Transition Professional Profiles Based On Value-Based Principles: A Latent Profile Analysis, Anthony Plotner, Angie Starrett, Charles Walters, Rebecca Smith Hill

Developmental Disabilities Network Journal

This paper presents findings from a study utilizing Latent Profile Analysis to examine the value-based principles of transition professionals from two distinct disciplines: special education and Centers for Independent Living (CIL). Specifically, this paper aimed to identify profiles emerging from the value orientations of special education and CIL professionals, and to explore how individual factors such as professional role, disability status, education, and years’ experience differ across these profiles. Findings revealed a taxonomy comprising four distinct profiles within the transition professionals sampled. These profiles delineate varying dominant values that encapsulate the convergence of special education and independent living philosophies. Implications …

Effects Of An Interdependent Group Contingency On Classroom Behavior And Teacher-Student Relationships For Students With Behavioral Support Needs: An Initial Investigation Of Cw-Fit Ms Tier 1 In Inclusive Secondary Settings, Nancy Ruth Young

Graduate Theses and Dissertations

A wide body of literature has documented the disproportionality in exclusionary discipline rates (Gregory et al., 2010; Losen et al., 2015; Office of Special Education Programs, 2020; Skiba, 2014; Welsh & Little, 2018). Students with disabilities or other minority backgrounds are removed from their classrooms at higher rates than their peers (Losen & Gillespie, 2012; Office of Special Education Programs, 2020). Such punitive practices have been associated with negative outcomes for the most at-risk youth. Thus, educational stakeholders have begun to move away from these punitive practices toward more positive behavior management methods. This study sought to examine the impact …

How Do Teacher Perceptions And Biases Affect Or Influence Student Behavior, Benjamin K. Keohane

Journal of Educational Leadership in Action

The purpose of this research project and professional development series is to shed light on the influence and effect that teacher biases, perceptions, and interactions have on student behavior. Often, teachers become apprehensive when exceptional students attend their class. This notion is amplified if the student is accompanied with a behavior intervention plan or a disability that manifests as externalizing behavior. In many cases, teachers report a lack of proper training in behavior mitigation strategies that extend beyond common, general education practices. If schools are to promote an inclusive environment, all teachers require the background knowledge to properly implement and …

Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo

Graduate Teacher Education

Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …

Perspectives Of College Students With Disabilities Regarding Their High School Transition Experience: Notes For High School Transition Planning, Lindsay Hartzler, Kitty Dong, Andrew Johnson Kliethermes, Kaitlyn Sandheinrich, Mark Wheatley

Dissertations

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students with disabilities to inform practices of high school personnel involved with transition and higher education professionals supporting them. Using Kohler’s Transition Taxonomy 2.0 (2016), researchers sought to study the perspectives of eleven college students on their high school transition experiences in the areas of academic preparedness, self-advocacy skills, and experiences with …

Enhancing Student Engagement: Exploring The Participating, Investing, And Driving Pathways Of A Continuum Framework, Bryan Matera

Essays in Education

This article examines three levels of student engagement on a specified continuum and includes actionable strategies that can be implemented by practitioners in the field of Education. The writing highlights the three necessary components that lead to increased student engagement and lands on the work of a specific framework to progress this research forward. As students become increasingly involved in their learning experiences and engagement opportunities, students will tend to climb the student engagement continuum toward a more active role in their own learning.

Transition Plans: A Critical Phenomenological Study Of The Young Black Men’S Parents’ Experiences At Admission Review And Dismissal Meetings, Bobby Durst

Electronic Theses and Dissertations

This phenomenological study explored the narrative shared in individualized education planning meetings for young black men with learning disabilities who are transitioning from high school. The individualized education plan (IEP) process, essential in addressing the specific educational needs of children with learning disabilities, can be particularly challenging for Black parents, as evidenced by recent data. This study was designed to shed light on the intricate dynamics of the IEP process and the unique challenges faced by parents. The study aimed to provide insight into various aspects of their experiences through interviews designed with open-ended questions and detailed analysis of the …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …

The Effects Of Text-Based Gaming On Reading Comprehension For Students With Intellectual Disability, Faith Ihrig

Electronic Theses and Dissertations

Since the COVID-19 Pandemic, reading comprehension and reading engagement have decreased in the United States. Our world is also becoming increasingly technological, and a large percentage of individuals in the United States, specifically children, are playing video games. There are increasing amounts of video games that target educational skills, such as reading and math, and video games that have been created strictly for entertainment. This study examined the potential effects of playing text-based video games on the comprehension and engagement of 6-8 grade students with intellectual disabilities. A Multiple Baseline Across Participants single case design was used to measure the …

Teacher Efficacy In Co-Teaching Science Classrooms: Implications For Training, Sabrina Christensen

Departmental Honors & Graduate Capstone Projects

Following legislation to educate students in the least restricted environment, schools are using co-taught inclusive settings to teach secondary science classrooms. Traditionally, general educators do not receive robust instruction in differentiation, co-teaching, or collaboration with special educators. Special educators traditionally do not receive training in science content. An online survey was distributed through social media inviting teachers to share their experiences with co-teaching in science classrooms. Likert scales were used to measure teacher efficacy in co-teaching secondary science classes and teacher perceptions of the effectiveness of current teacher training. Based on the data collected, recommendations are provided for adjustments to …

Classroom Reintegration For Children And Adolescents With Traumatic Brain Injuries, Alli Perkins, Mary Greer, Keith Mcwilliams

Spring 2024 Virtual OTD Capstone Symposium

The purpose of the poster presentation is to increase the present knowledge regarding the process of school-based reintegration for children and adolescents who have experienced a traumatic brain injury. As children and young adults spend an average of 32 hours per week in the school environment, parents, educators, and rehabilitation professionals are ideally positioned to collaborate with one another to facilitate the reintegration process and enable students to return to their primary occupations of educational participation, social participation, play, and leisure. The presentation includes information from the development and implementation of a program for parents, families, and educators of those …

Teaching Students About Trauma, Stress And Brain Regulation, Kathy J. Van Horn

National Youth Advocacy & Resilience Conference

All students are impacted by stress and can benefit by understanding their brains, their stress response, and strategies for regulation. This presentation will provide practical principles and ideas for teaching students strategies and skills for physical, emotional, and cortical regulation.

Unshackling Our Youth Through Love And Mutual Recognition: Notes From An Undergraduate Class On School Discipline Inspired By Ta-Nehisi Coates And Bell Hooks, Gene Fellner, Mark Comesañas, Tahjuan Ferrell

Publications and Research

This research essay challenges educators to embrace mutual recognition when interacting with students. Our data are the words of the young people who participated with us in one particular undergraduate class on school discipline at Rutgers University in Newark, New Jersey, in the United States in the fall of 2022. Tahjuan, who had been our student in the 7th grade in 2011, co-taught the class with us. In writing this essay and in teaching the class, we were inspired by a short passage fromTa-Nehisi Coates about the shackling young people of color endure and another, by bell hooks, that proposes …

A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.

Journal of Critical Issues in Educational Practice

Abstract

Positive reinforcement is a behavior management technique supported by empirical evidence, known to enhance student performance and their outcomes (Alberto et al., 2022; Fabiano & Pelham, 2003; Scheuermann, 2022). However, many teachers encounter difficulties in effectively implementing this tool in their everyday classroom teaching practices. This mixed methods study aimed to contribute to existing literature focusing on instructional behavior of credentialed teachers. The findings revealed that teachers who received training in PBIS (Positive Behavioral Interventions and Supports) observed the following: (1) the overall benefits of rewarding appropriate student behavior with activities, (2) the significance of having adequate resources and …