ScholarWorks @ ACE Library
ACE ScholarWorks is an open access institutional repository showcasing and preserving the research, scholarship, and publications of American College of Education faculty, staff, and students. ACE ScholarWorks is a service provided by the ACE Library.
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A Qualitative Study: Special Education Teachers’ Perceptions of Instruction during COVID-19
(2023-09) Santos, Julie
In the spring of 2020, the United States experienced a nationwide closure of schools, and all educators had to shift their instructional modality from in-person to distance learning without warning. The problem is the COVID-19 pandemic prohibited in-person learning due to state- issued stay-at-home orders. The purpose of this basic qualitative study was to explore participants’ descriptions and experiences of their instruction for different learning styles and needs of students with disabilities during the COVID-19 pandemic in Title 1 elementary schools in Massachusetts. A gap exists in the literature regarding the impact of COVID-19 on Title 1 students with moderate disabilities and learning styles in Massachusetts. Fleming’s learning styles theory and Adam’s educational equity theory served as the theoretical framework for this study and uncovered the influences of instruction and equity on current perceptions. Three research questions guided the current study to reveal special education teachers’ perceptions of their instruction of students with moderate disabilities, different learning styles, and their experiences during the COVID-19 pandemic. Fifteen voluntary participants were PreK-8 public elementary special education teachers in Title 1 schools in Massachusetts and worked during the COVID-19 closures. Semi-structured interviews were conducted, and data collection was a combination of field notes, transcripts, and recordings. Data analysis was performed through the NVivo software revealing eight themes. Key factors highlighted a change in the instructional model, various obstacles and challenges special education teachers faced, and the lack of training, support, and resources needed to provide an equitable education and reach different learning styles. These findings indicate the need for targeted and specific training and professional development in special education.
A Qualitative Study of Health Education Perceptions in the Construction Industry
(2024-04-06) Fox, Michael Avery
Health educators are essential in educating and promoting health in various settings, such as communities, workplaces, and schools. In 2021, the U.S. Bureau of Labor Statistics recorded 951 fatalities in the construction industry. The problem is there is a limited understanding of construction workers' perceptions of how health education plays a role in workplace fatalities. The purpose of this basic qualitative study was to understand the perceptions of construction workers in northern Texas on how public health education can reduce workplace fatalities. A gap in the literature exists in the analysis of worker perceptions of public health education as it relates to workplace fatalities. Community organization theory and social cognitive theory provided the theoretical framework for the study. The two research questions explored the experiences and perceptions of construction workers in northern Texas who have actively participated in the public health education and workplace safety and health programs available to them. Through a basic qualitative methodology, 15 construction workers who had worked in the construction industry for 3 years or more for a company operating for 5 years or more were interviewed. Interview answers were coded using a thematic framework and analysis. The shared experiences and perceptions were combined into five themes. Workplaces and communities can collaborate using these construction workers' experiences and perceived challenges to reduce workplace fatalities. A recommendation for future research might include construction workers from similar settings.
Culturally Responsive Teachers of English Language Learners: A Qualitative Case Study
(2024) Al-Amin, Hediyah
The steady increase in English language learners (ELLs) in United States schools has affected instructional approaches. Culturally responsive education (CRE) is one approach to addressing diverse learners’ needs. The problem was many elementary school educators have not received professional development in the application of culturally responsive education (CRE) strategies to create learning environments in which ELLs’ academic and social growth is effectively and appropriately supported. The purpose of this explanatory case study was to ascertain what types of professional development might support teachers’ application of CRE strategies in the instruction of elementary ELLs. The literature suggested a need for research on teacher perceptions of CRE application. Grounded in the theories of culturally relevant pedagogy and culturally responsive teaching, this research examined how CRE training impacts teachers’ classroom practice, how CRE meets ELLs’ academic and sociocultural needs, and how teachers perceive the effects of CRE on ELLs. Participants were certified elementary school teachers with an English to Speakers of Other Languages (ESOL) endorsement who taught in the U.S. Fifteen teachers participated in a questionnaire, and three participated in semistructured interviews. Thematic analysis revealed themes regarding teachers’ need for training to increase cultural awareness, to support ELLs’ sociocultural and language learning needs, and to create classrooms in which ELLs feel respected and safe. Results suggested educators need CRE training to employ specific classroom practices to meet the needs of ELLs. Recommendations include proposed training foci, suggestions for further research, and a call for CRE training as a requirement for all educators.
Meeting Adaptive Challenges - Veteran Teacher Technology Self-Efficacy and Well-being: A Case Study
(2024) Benner, Belinda Pauline
Educational institutions have experienced growing pressures on retaining high-quality staff. The problem was resistance to learning new technology and low K–12 veteran teacher technology self-efficacy (Francom, 2020; Šabić et al., 2022), and the implications for changes in professional development leadership. The purpose of this qualitative case study was to explore K–12 veteran teacher perspectives on the influence of professional development on technology integration and increased technology self-efficacy to promote well-being and meet adaptive challenges, and the subsequent implications on professional development leadership. A gap in research existed identifying sustainable techno-pedagogical professional development to support veteran teachers. The study’s theoretical framework included Bandura’s self-efficacy theory and Bass’s transformational/relationship leadership theory. This exploratory study allowed for the investigation of technology self-efficacy professional development relationships from the perception of 17 veteran teachers from a medium-sized school district in Florida. Purposive sampling and an interpretive lens deepened understanding of the intersection of leadership and self-efficacy theories and well-being. Three research questions to clarify the problem focused on the demands for integrated technology, factors affecting technology self-efficacy, and reasons for resistance. A questionnaire and semistructured interview allowed participants to generate meaning from their experience with professional development. Thematic analysis was applied to identify, organize, and describe emerging themes relating to technology self-efficacy and implications for professional learning leaders assessing existing practices. Eight themes emerged, representing new understanding surrounding veteran teachers’ positive attitudes towards learning and methods for meaningful professional learning to build technology self-efficacy.
Closing Academic Gaps of Students with Disabilities in Middle School General Education Settings: A Qualitative Case Study of Teachers in Rural Georgia
(2024-03-19) Anderson, Shelley
Significant academic gaps have existed between students with disabilities (SWDs) and nondisabled peers served in general education settings. The problem was students with disabilities served in general education settings were not showing progress in closing academic gaps at a rate consistent with nondisabled peers, and the purpose of this qualitative case study was to explore teachers’ perceptions concerning effectiveness of current instructional practices relative to the achievements of students with disabilities in closing academic gaps in middle school general education settings. A middle school in Northwest Georgia was the site utilized, and the research was based on a theoretical framework centered around constructivist theory and universal design for learning. Using purposeful sampling, 17 participants consisting of both special and general educators, were recruited. The research questions focused on practices employed in general education classrooms for SWDs, what teachers perceived as effective for academic growth, and teacher perceptions of why SWDs served in general education settings fail to close academic gaps at a rate consistent with nondisabled peers. Participants completed open-ended questionnaires and semi-structured interviews. Data was collected, transcribed, coded, and analyzed to determine emerging patterns. This study explored current instructional practices, strategies, and PD needs to potentially assist in closing existing academic gaps experienced by SWDs served in general education settings. Findings suggested differentiated instruction, concept remediation, and individualized strategies were necessary for academic success. Other practices were viewed as important for addressing the diverse needs of SWDs including structured learning environments and appropriate training for staff.