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Special Education Teacher Educators’ Perceptions of High-Leverage Practices in Undergraduate Coursework

Pigman, Ryan
http://orcid.org/0000-0002-8463-1736
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288

Abstract Details

2019, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction (Education).
Scholars have recommended a new practice-based vision of special education teacher preparation where high-leverage practices serve as the foundation to help bridge the existing research-to-practice gap in order to improve outcomes for learners with complex learning and behavioral needs. Using a qualitative case study design, this research explored special education teacher educators’ perceptions of the need for and significance of high-leverage practices in the undergraduate coursework at a mid-size, Midwestern public university. Analysis of the data revealed that the participants were not aware of the high-leverage practices intended for all beginning special education teachers by name, however the content of these practices were being taught in their undergraduate courses. These findings are attributed to the presence of the CEC Standards for Professional Practice and the participants’ perceptions of teaching and learning. Their perceptions were found to be influenced by: (a) the individual characteristics of the teacher educators, (b) the context of their work, (c) their focus on the success of teacher candidates, and (d) the instructional methods they used in their university classrooms. These findings have implications for teacher education as well as suggestions for future research.
Jennifer Ottley (Committee Co-Chair)
Dianne Güt (Committee Co-Chair)
275 p.
Education; Higher Education; Special Education; Teacher Education; Teaching
Teacher Education; High-Leverage Practices; Teacher Preparation; Special Education; Special Education Teacher Preparation; Clinical Model; Practice-Based Teacher Preparation; Undergraduate Teacher Education; Teaching and Learning

Recommended Citations

Citations

  • Pigman, R. (2019). Special Education Teacher Educators’ Perceptions of High-Leverage Practices in Undergraduate Coursework [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288

    APA Style (7th edition)

  • Pigman, Ryan. Special Education Teacher Educators’ Perceptions of High-Leverage Practices in Undergraduate Coursework. 2019. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.

    MLA Style (8th edition)

  • Pigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices in Undergraduate Coursework." Doctoral dissertation, Ohio University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288

    Chicago Manual of Style (17th edition)

ohiou1562964696368288
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© 2019, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.