Novice special education teachers often enter their professions with unique perspectives that contribute to the overall educational experience of their students. This research was designed to inform the existing literature revolving around novice special education teachers' experiences, and how they subsequently effect the perceptions and interactions engaged in with students with disabilities from culturally and linguistically diverse backgrounds. Five novice special education teachers who currently serve students with disabilities from culturally and linguistically diverse backgrounds offered their unique perspectives for this research. This research study consisted of individual interviews, two direct classroom observations, and responses to three reflections of recent experiences. The data yielded three main categories: (a) student attributes, (b) establishing rapport, and (c) teacher responsibilities, which included properties and sub-properties. To verify findings rival explanations were sought and triangulation procedures were utilized. Findings of this research are discussed in detail, with implications relating to novice special education teachers, K-12 school administrators, and special education teacher educators being addressed. Methods to address potential limitations to this research are presented, followed by suggestions for future research.

Thesis advisor: Susan Bruce / Augmentative and alternative communication (AAC) is central to the lives of many individuals who are not able to effectively use spoken language. AAC systems are an essential component of a student’s ability to access his/her world, including daily communication and school content. The provision of such systems is a high priority in the field and supports the emancipation of those with limited voice, power, and independence that must function within a social structure that has been designed for the more typically abled. The study employed a single-case multiple staggered baseline design with randomized intervention implementation and intervention schedule using the What Works Clearinghouse (WWC) standards from 2010. Five students with complex disabilities using advanced speech generating devices with the LAMP method, Language Acquisition Through Motor Planning, (Halloran & Halloran, 2006), of picture symbol organization participated in the study. The LAMP method was examined, and the potential impact on language and communication it may have. Specifically, the ability to use print versus picture symbols for communication and literacy was investigated within the context of a highly structured 1:1 literacy lesson facilitated by interventionists. Results indicated that all students made varying degrees of gains in the use of print words. These gains were sustained in the generalization phase. Operational skills were impacted demonstrated by increased skill development in navigation of the speech generating device and the type of vocabulary selected. In addition, communication functions were expanded, and in some cases, there was a significant increase in the complexity of word usage across people and settings. Discussions on interventionists perceptions are presented and integrated within individual student results providing context and direction on training needs. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis advisor: Irwin Blumer / This study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based system of teacher evaluation. The purpose of the study was to determine teachers' perspectives on the effectiveness of standards-based teacher evaluation systems as a means of improving instruction and student achievement. The question for research, <&ldquo>What are teacher perceptions of evaluation in an urban high school that uses a standards<&ndash>based evaluation system?<&rdquo> served as the framework for development and implementation of this study and for interpretation of the study findings. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: a historical perspective on performance standards and of teacher evaluation from the mid-nineteenth through the early twenty-first centuries; an examination of contemporary teacher evaluation systems; a review of recent theoretical and empirical research concerning best evaluation practices; and a review of the research regarding teachers' perceptions of supervision and evaluation. Data were gathered from thirty participants through a thirty-one question Likert<&ndash>based attitude scale. Key findings included teachers' perceptions that: they were not familiar with the teaching performance standards used in their district; they did not believe that their evaluations were rooted solely in the these standards; they believed their evaluation conferences with supervisors helped then to improve their practice; their evaluations were not tied to annual goals or individual and school professional development plans; supervisors did not use multiple sources of data as a part of teacher evaluation; supervisors do not spend enough time in classrooms to carry out expectations for effective evaluation; and that peer observation aided teachers in improving their practice. While current research asserts that standards-based teacher evaluation systems coupled with an array of activities that foster teacher ownership for the process can be used as a powerful vehicle for improving student achievement, study findings were inconclusive regarding any perceived association between standards<&ndash>based performance evaluation structures and practices and the improvement of student achievement. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

The purpose of this quantitative study was to investigate the perceptions regular education teachers have of the Response to Intervention framework and the Progress Monitoring Process. Participants of the study included 246 K-3 regular education teachers from 4 Northeast Tennessee school systems. The survey achieved a 42% return rate for a total of 104 participants. Specifically, this research assessed K-3 regular education teachers’ perceptions of the RTI framework as a whole, their perceptions of the progress monitoring process, their perceptions of their readiness to implement an RTI framework, their perceptions of the effectiveness of the professional development opportunities they had been provided by their school systems regarding RTI, and their perceptions of the effectiveness of RTI on the academic growth of their at-risk students. The data sources analyzed consisted of a survey design using a 5-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed with a series of one-tailed single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of the RTI framework were significantly positive.

The purpose of this quantitative study was to examine PK-12 teacher perceptions of an individual professional learning plan (PLP). Specifically, the researcher examined the perceived benefits of the PLP as well as the whether the PLP helped focus teacher learning. Additionally, the researcher examined teacher perceptions of learning activities within the context of the PLP, teacher intent to implement new learning, and perceived impact on teaching practice. Participants in this study were teachers from 16 schools in a single eastern Tennessee school district. All data were collected using an online survey distributed to 525 teachers resulting in a 44% return rate with 238 respondents. Data collected from 24 survey questions measured on a 4-point Likert-type scale were analyzed using single sample t tests. Findings indicate that regardless of level of experience or grade level taught teachers have significantly positive perceptions of PLPs as well as the associated PD activities. Findings also indicate teachers have significant perceptions of the application of their learning and significant perceived impact from PD within PLPs.

The purpose of this quantitative study was to investigate the perceptions K-8 regular education teachers have of the Response to Intervention framework. Participants of the study included 1,036 K-8 regular education teachers from 4 East Tennessee districts. The survey achieved a 28% return rate for a total of 277 participants. Specifically, this research assessed K-8 regular education teachers’ perceptions of the effectiveness of the RTI framework overall, in aiding in the accurate identification of students with learning disabilities, closing skills gaps for students, and in aiding in the early identification of students with learning difficulties. The data source analyzed consisted of a survey design using a 5-point Likert type scale. There were 5 research questions with 4 corresponding null hypothesis for each question. Research questions were analyzed using a single sample t test, independent t test, or an ANOVA. Results indicated that teachers perceived the Response to Intervention framework effective to a significant extent overall, in closing skills gaps, and aiding in the early identification of students with learning difficulties. They did not see the framework effective to a significant extent in aiding in the accurate identification of students with learning difficulties.

The purpose of this study was to apply a mixed-methods approach using an exploratory case study design to identify the impacts of a physical activity intervention program on student engagement in an elementary school setting. This exploratory case study research examined teachers’ perceptions of student engagement prior to and following implementation of a classroom-based physical activity intervention program, ABC for Fitness. Participants completed the Teacher Assessment of Student Engagement survey of student engagement and behavior, participated in an ABC for Fitness workshop, semi-structured interviews, a question and answer session, a mid-point check-in, and completed daily written behavior incident logs. Results indicated three main findings: 1) intervention teachers’ ratings and perceptions of student engagement improved; 2) intervention teachers’ attitudes towards students improved; and, 3) intervention teachers’ level of engagement in the classroom improved following implementation of the ABC for Fitness program. The demonstration of the ABC for Fitness program on student engagement levels during the three week intervention examination of its long-term effectiveness. With so much of the public educational discussion revolving around student engagement and student success, a detailed look into a classroom-based physical activity program would be a cost-effective approach to student engagement which is linked to student success.

English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.

Educators and researchers have long considered parental involvement to be an integral factor in the success of students. However, parental involvement is low in many U.S. schools. Guided by Epstein's parental model, the purpose of this case study was to examine teachers' perceptions and experiences of parental involvement at an inner-city K-8 center in the United States which has had low parental involvement over the last 5 years. The overarching research question concerned teacher perceptions and experiences regarding communicating with parents, encouraging learning at home, and parents volunteering. Data sources consisted of interviews, questionnaires, and unobtrusive data. Purposeful sampling was used to identify the 11 teacher participants. Data were transcribed, coded and analyzed for various themes. The findings indicated that teachers perceive parental involvement to be important when they communicate with parents, when parents encourage learning at home, and when parents volunteer. The themes that emerged from the data were (a) the importance of parental involvement, (b) reinforcing learning at home, (c) communication, (d) encouraging parental involvement at school, and (e) increasing parental involvement. Based on the findings, a policy recommendation was developed to enhance the Parent Teacher Student Association (PTSA) currently in place at the study site. This project could lead to positive social change by assisting the staff at the K-8 center in developing a PTSA program that may encourage parents to become more involved. Their efforts may provide a model for other schools struggling with a lack of parental involvement.

A global concern exists regarding the lack of critical thinking skills in young adults and college graduates. Fortune 500 companies have reported the need for better development of critical thinking and problem-solving skills to prepare employees to be successful in the workplace. This study focused on teacher perceptions of the Socratic method (SM) in developing critical thinking skills in high school students. The purpose of this descriptive qualitative case study was to describe high school teachers' perceptions regarding the development of critical thinkers via the Socratic method. Jean Piaget's theory of cognitive development was used in this qualitative study to explore perceptions of 7 teachers. The central research question and subquestions that guided this study were focused on teachers' perceptions of the SM and its effectiveness in developing critical thinking skills in high school students. Data were collected with face-to-face interviews with 7 teachers and classroom observations. Data were recorded via a systematic approach with chart and diagrams. Themes, patterns, and any identified relationships were categorized and coded to comprise data tracking. Results indicated that a lack of professional development, teacher comfort level, and student participation all played a role in low SM execution. The resulting project was designed to provide teachers with materials and learning opportunities to increase their SM skill level and stimulate teachers to use their new knowledge to increase critical thinking skills in high school students. The online professional development course evaluation provided both summative and formative assessments. The project contributes to social change by helping improve the way teachers teach and students learn the SM, which may result in improved critical thinking skills in students.