A Mixed Methods Survey Research Study of Novice Special Education Teachers: Investigation of Reading Preparedness

• Main Author: Stratton, Mary P
• Format: Dissertation
• Language: English
• Published: ProQuest LLC 2017
• Subjects: Beginning Teachers; Elementary Education; Faculty Development; Mixed Methods Research; Online Surveys; Reading Comprehension; Reading Readiness; Reading Strategies; Semi Structured Interviews; Special Education Teachers; Summative Evaluation; Pennsylvania
• ISBN: 0355203537; 9780355203530

Novice special education teachers have become an integral part of the public and private school systems throughout Pennsylvania. This mixed-methods research study explored the expertise and preparedness of current novice special education teachers. A combination of an electronic survey questionnaire and phone and face-to-face interviews were utilized to collect quantitative and qualitative data. Survey construction and interview question development were grounded in the reading specific domains as outlined through the framework entitled, Pennsylvania Standards Aligned System. From this lens, perceived reading competency levels amongst novice special education teachers were explored. Quantitative and qualitative findings were examined by category associated with five foundational research questions related to the impact of undergraduate reading coursework, number of years of teaching experience and type of special education certification on reading preparedness. The distinctly organized quantitative and qualitative data were organized into reading competency categories, analyzed using descriptive statistics and Chi-square analysis. Collected evidence allowed for discovery of distinct areas of need; such as interpretation and analysis of reading assessment, knowledge of reading interventions and resources and a need for additional exposure and training in the area of reading comprehension strategies. Data from the study indicate that reading coursework has a positive impact on special education teachers' understanding of foundational reading knowledge of standards, curriculum and assessment. As a group, Dual Elementary/Special Education certified teachers were able to understand conceptions contained within the Pennsylvania Standards Aligned System domains. These participants attained the highest number of correct responses across all categories of domains within the PSAS framework. Special education teachers with two or more years of teaching experience attained higher frequency of correct response across all domain categories when compared to novice special education teachers who have taught one year or less. When asked, novice special education teachers gave feedback on their professional development experiences related to reading and discussed their frustration and challenges with current reading professional development. Qualitative data collected from a series of nine semi-structured interviews indicate that novice special education teachers value professional development that is specific to individual need. They consistently reported that lack of reading resources and associated training were a source of major concern. The intention of these qualitative statements was solely for the purpose of improving reading pedagogy that would ultimately lead to improved student outcomes. Trends associated with professional development format, indicate that professional learning communities and collaborative work sessions were both impactful and practical. In both qualitative and quantitative findings, novice special education teacher analysis and utilization of summative assessment data, were reported as a significant need and an area which warrants further investigation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]