SPECIAL EDUCATORS’ PERCEPTIONS OF HIGH-LEVERAGE PRACTICES

dc.contributor.advisor Black, Rhonda
dc.contributor.author Farley, Cynthia
dc.contributor.department Education
dc.date.accessioned 2020-07-07T19:12:11Z
dc.date.available 2020-07-07T19:12:11Z
dc.date.issued 2020
dc.description.degree Ph.D.
dc.identifier.uri http://hdl.handle.net/10125/68979
dc.subject Special education
dc.subject Evidence-Based Practices
dc.subject High-Leverage Practices
dc.subject Research-Based Practices
dc.subject Special Education
dc.subject Teacher Preparation
dc.title SPECIAL EDUCATORS’ PERCEPTIONS OF HIGH-LEVERAGE PRACTICES
dc.type Thesis
dcterms.abstract The most effective way to improve the performance of students is to improve the practice of their teachers. Moreover, providing highly effective, research-based instruction responsive to the unique needs of students with disabilities is vital for quality outcomes to occur. High-Leverage Practices (HLPs) were developed by the Council for Exceptional Children (CEC) as a list of research-based, frequently occurring, highly effective practices that special educators should be able to successfully implement. A mixed methods design was used to investigate special educators’ perceptions of HLPs in the area of instruction. This study explored the following research questions: 1.     How do special education teachers perceive their knowledge of HLPs in instruction? 2.     How do special education teachers perceive their skills in implementing HLPs in instruction? 3.     How do special education teachers perceive their opportunities to implement HLPs in instruction? Outcomes indicated that special education teachers in Hawai’i are knowledgeable and skilled in the majority of the HLPs, however there are numerous barriers preventing them from implementing the practices on a regular basis. Those barriers include time, co-teacher control, fully self-contained settings, and lack of support or resources. It is promising for the field of special education that special educators are knowledgeable, skilled, and have opportunities to implement the majority of HLPs in instruction. While this study concentrated on the HLPs in instruction, further research should involve HLPs in all areas, to include assessment, collaboration, and social/emotional/behavioral.
dcterms.extent 119 pages
dcterms.language eng
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10603
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