Search

"Student reading achievement is an ongoing concern for educators, researchers, and policymakers due to continually low proficiency scores. One response to this on-going need is to examine qualities effective teachers possess to prepare effective preservice teachers. In this grounded theory study, one specific component of effective teaching, in-the-moment decision-making, was examined. Activity theory was utilized to examine the in-the-moment decisions made, the rationales cited for these decisions, and the influence of personal experiences, courses, internships, and planning on those decisions and rationales. The participants were six special education preservice teachers enrolled in a special education reading methods course where they tutored elementary students with reading difficulties or disabilities in a Title I public elementary school after school. The participants video-recorded themselves providing reading instruction three times over the semester. The videos were used to collect observational data by the researcher and were watched by the participant and researcher during video-stimulated recall interviews. Other collected data included lesson plans, belief and demographic survey, course assignments (i.e., assessment case study, intervention plan, and course syllabus. The surveys and interviews were analyzed using constant comparative methods across three stages (i.e., initial, focused, selective). The preservice teachers made twelve different types of in-the-moment decisions and cited nine different rationales for the decisions. Furthermore, the findings indicate that although the influences varied across participants, in-the-moment decisions were heavily influenced by courses and internships while a lack of planning influenced the rationales. Implications for research and practice are also discussed."--Abstract from author supplied metadata.

The purpose of this transcendental phenomenological study, as outlined by Moustakas, was to describe the experiences of special education teachers serving as trainers of novice paraeducators in the inclusion setting. It occured within the metro-Atlanta area. The theory guiding this study was Lave and Wenger's theory of situativity. This theory focused upon social practices occurring within relationships amongst communities and supported the inquiry of special education teachers. The central research question that guided the study was: "How do special education teachers who work in the elementary school inclusive settings describe their experiences supervising special education paraeducators?" To support the focus of the central research question, three sub-questions were used to enhance and guide the study. The setting consisted of two elementary schools in the metro-Atlanta area. The study's sample consisted of 10 special education teachers with 2+ years of experience teaching in the inclusive setting. Data collection methods used included observations, one-on-one interviews, and focus group data. Data was analyzed using phenomenological reduction, which began with epoche, (bracketing), followed by horizonalization. Statements were collected from the participants and were organized into themes, so that an essence of the phenomenon could be reached

"In light of the continual problem of attrition in the field of special education and the need for well-prepared new special education teachers, the purpose of this study was to examine how dialogic reflective electronic journaling (e-journaling) between this researcher and undergraduate preservice teachers involved in a special education field-based experience in the schools addressed their critical reflection in classroom decision-making as well as their transformative learning the Fall semester of their senior year prior to student teaching in the Spring. Performance feedback was given by this researcher as part of the teacher preparation supports already in place for the field-based experience. Specifically, this study explored the use of dialogic reflective e-journaling in addressing the preservice teachers' ability to cope with a classroom disorienting dilemma from a reflective perspective within their special education field-based experience, possibly experiencing positive personal transformation as teachers in the process. This study was underpinned by the theoretical framework of transformative learning theory (Mezirow 1978b, 1991, 1995). The qualitative methodology for this study was participatory action research (PAR), a type of action (change) research whereby researchers participate in a study alongside of other study participants. In terms of data collection, study data were triangulated through three data sources: initial interviews, e-journaling documentation, and a final researcher-developed questionnaire. Study findings revealed that dialogic reflective e-journaling enhanced the reflective skills of the study participants when faced with classroom disorienting dilemmas and resulted in perspective changes that instigated a positive personal transformation as teachers in the process."--Abstract from author supplied metadata.