College of Education
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Browsing College of Education by Author "Beavers, Elizabeth"
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Item A qualitative case study examining the factors that contribute to the retention of experienced special education teachers in Texas public schools(2023-05-05) Newsom, Jeanne Lynn; Beavers, Elizabeth; Seevers, Randy; Peters, Michelle; Cooper, JaneThe special education teacher shortage in the U.S. continues to grow and the implication of this shortage is multifaceted. First and foremost, students that are eligible for special education may not be receiving the educational supports and services that they deserve and legally require. Additionally, this shortage may cause great financial burdens on school districts that are continually having to hire and train new special education teachers. There also may be negative financial obligations when districts are sued because there are inadequate or uncertified teachers supporting these students. There are many studies that have inquired why teachers leave the field of education, however, there are minimal that have explored special education teachers specifically, and according to Billingsley and Bettini (2019) current studies of special education teachers that leave or remain are largely quantitative. The purpose of this qualitative study was to investigate the perceptions and experiences of special education teachers that have remained in the field. The research questions revolved around intrinsic and extrinsic motivation factors regarding why they have remained. Using both in person and a video conference platform, five participants were interviewed with an open-ended interview protocol. The researcher then analyzed the interview transcripts which revealed two intrinsic (work itself and achievement) and three extrinsic (supervisor/leadership quality, working conditions, and coworker relations) emergent themes. Overall, the findings of this qualitative study revealed interventions for education leaders and authors/instructors of educator preparation programming to assist in reducing the special education teacher shortage.Item Emotional attributes relevancy to special educators' job satisfaction(2018-05-08) Henson, Kelli C; Beavers, Elizabeth; Peters, Michelle; Divoll, Kent; Kahn, MicheleThe purpose of this study was to examine the relationship between the emotional attributes of joy, anger, and fear and special education teachers’ job satisfaction. Data, which included surveys, interview, and demographics was collected from a purposeful sample of special education teachers from a large urban school district in southeast Texas. The Teacher Emotion Inventory and Working in Special Education: The Experience of Special Educators surveys were utilized to determine the relationship between special education teachers’ emotions and job satisfaction. Open-ended individual interviews allowed for the exploration of various determinants that special education teachers’ perceive as significant contributors to the connection between emotions and job satisfaction. Quantitative data was analyzed using frequencies and percentages and Pearson’s Product-Moment Correlations (r) while qualitative data was examined using the inductive coding process. Quantitative data analyzed displayed special education teachers’ varied emotional attributes (joy, anger, and fear) and factors of job satisfaction (preparation, job design, administrative support, and colleague support) have a substantial role in the level of job satisfaction experienced by special educators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to special education teachers’ concerns regarding emotional attributes experienced and the various factors of job satisfaction.Item Exploring the Relationship Between Transition Planning and Employment Outcome for Students with Intellectual Disabilities(2021-03-04) Oduola, Esperanza M.; Simieou, Felix; Orange, Amy; Lastrapes, Renee; Beavers, ElizabethThis was a sequential explanatory mixed-methods study that sought to determine parents’ perceptions regarding the extent to which districts involved them in the IEP transition plan, inclusive practices, provided opportunities in training and obtaining integrated employment, preparation for adult life after graduation, and parent satisfaction with the services they received. The study also investigated the experiences of parents with transition planning and how they perceived the school prepared their students with intellectual disability (ID) for integrated employment. Special education policymakers and community agencies have changed their views of disability and are supportive of integrated employment for people with ID. However, most special education transition teams do not develop goals aligned with this current view of disability and, therefore, do not support integrated employment. In addition, most districts have not updated their practices concerning parent involvement, as described by Epstein (2011). This study sought to determine whether parents’ participation in transition planning could be considered true involvement. This study also sought to determine whether parents’ participation had a positive impact on preparation for integrated employment for their students with intellectual disability. This was done through a survey instrument and qualitative interviews with parents of young adults with intellectual disability.Item Factors That May Lead Instructional Coaches to Leave That Role: A Mixed-Method Case Study(2016-05-13) Lancaster, Amy L.; Browning Hawkins, Sandra; McDonald, Denise; McEnery, Lillian; Beavers, ElizabethIn many school districts across the United States, initiatives geared toward improving classroom instruction now include instructional coaching models. The utilization of instructional coaches (ICs) is becoming more prevalent in districts for the purpose of providing job-embedded PD and follow-through with additional coaching sessions to help teachers implement new learning. If utilized correctly, ICs benefit districts by improving instruction, which impacts students' learning (Knight, 2007). In one large suburban school district in Texas, ICs were leaving the profession at an average rate of 26% annually. Frequent changes of ICs on campuses impede progress; therefore, school districts should identify reasons ICs leave the profession. This mixed-method case study provides insight into the factors that lead ICs to leave the coaching role. A survey of 90 instructional coaches from kindergarten-12th grade was conducted to solicit perceptions of the job. Eight interviews were also conducted to delve deeper into the experiences of four coaches who left the field to return to the classroom as well as four coaches who have remained in the role for at least six years. Utilizing grounded theory, an analysis of both quantitative and qualitative data revealed reasons ICs leave the coaching position as well as the experiences that motivate coaches to remain in the role despite the challenges they face. A lack of a clearly defined instructional coaching model was found to be the root cause of many of the challenges experienced by these coaches. Roles and responsibilities were not clearly defined for coaches, administrators, or teachers, leading to frustration. Instructional coaches were being utilized as data coaches, content specialists, administrators, and even substitute teachers. Recommendations are provided for district and campus administrators to create an instructional coach model that provides adequate training and support necessary to retain ICs in the role.Item Secondary Co-Teachers’ Perceptions of Their Competence in Co-Teaching and Utilizing Integrative Technology(2020-10-19) Cavaliere, Christina M; Beavers, Elizabeth; Lastrapes, Renee; Divoll, Kent; Willis, JanaWhen ensuring the least restrictive environment for students eligible and receiving special education services a delivery option frequently considered is providing a second teacher in the general education classroom. This second teacher is often a specialist in special education instruction which allows for an increase in opportunities for differentiation and specially designed instruction through the instructional model known as co-teaching. Related, instruction is increasingly being presented through integrative technology. The purpose of this study was to explore secondary educators’ perceptions of their competence in co-teaching and utilizing integrative technology, and the relationship it has with educators’ perceived practices. The findings from this study illustrated the illusion of beliefs and knowledge and emphasized the disconnect between knowledge and classroom practice. Several misconceptions of co-teaching and integrative technology are presented within this study’s findings.Item Teacher Perceptions of Preparedness to Establish the Learning Environment(2023-03-06) Parks, Precious Willis; Beavers, Elizabeth; Peters, Michelle; Grace, Jennifer; Miller, QueinniseNovice teachers are leaving the classroom within five years. Educator preparation programs are preparing teachers, but improvement is needed to meet the culturally and linguistically diverse classrooms of today. Transitioning from pre-service to in-service teacher can feel insurmountable while establishing the classroom environment, managing student behavior, and preserving well-being. The purpose of this mixed-methods study was to examine novice teachers’ perceptions of their educator preparation program’s effectiveness to prepare them to establish the learning environment. Overall, traditional certified teachers exhibit a higher sense of preparedness than alternative certified teachers due to instructional design incorporating deliberate practice in the field. Certification route influences the pre-service teacher’s preparedness to establish the learning environment. Race and ethnicity does influence preparedness to manage student behavior for both certification routes. In addition, there is a relationship between race and ethnicity and meeting behavioral needs of students with disabilities for the traditional and alternative certified teacher. Qualitive results indicated that the first-year is challenging and filled with harsh realities despite preparation route. Respondents also identified their misunderstanding with establishing a safe and accessible classroom. The most valuable experiences to aid in establishing the learning environment was student teaching, internships, and any time observing and practicing in the field. Teachers of color expressed inequitable practices but were motivated to teach because of special connections with students. Based on the results of this study, policy makers should uniform the student teaching schedule requiring high impact experiences across all four domains in traditional programs and increase the field-based hours for alternative programs. EPPs must alter instructional design to close the gap in understanding of a safe and accessible classroom. District administrators must enact new teacher academies and mentoring across a three-year span. Campus administrators should implement a scaffolded approach to support novice teacher efficacy, practice, and well-being.Item The Effects of Positive Behavior Interventions and Supports on Middle School Student Achievement and Middle School Student Outcomes(2023-04-25) Brooks, Torrance A; Beavers, Elizabeth; Peters, Michelle; Grace, Jennifer; Seevers, RandyThe purpose of this mixed method study was to examine whether or not Positive Behavior Interventions and Supports (PBIS) influence middle school academic student achievement and middle school disruptive behaviors. The population of this study was a participating school district located in eastern Harris County outside of Houston, Texas. The sample consisted of seventh and eighth grade teachers from four different middle schools that used PBIS or did not use PBIS that had STAAR scores assigned to their name. A total of 103 middle school teachers met the criteria. Individual teacher STAAR scores and individual student PEIMS data for office referrals were collected by the researcher for the middle school teachers within the participating school district. Independent t-tests and a Mann-Whitney U test were used to analyze the quantitative data, while an inductive and deductive coding process was used to analyze and transcribe the collected qualitative data for ten participating teachers. The quantitative findings indicated that there was a statistically significant mean difference in student achievement between classroom teachers that implemented a PBIS model compared to classroom teacher that did not, but there was not a statistically significant mean difference in disruptive behaviors for classroom teachers who used PBIS compared to classroom teachers who did not. The qualitative data revealed five emerging themes: building positive relationships, improved student achievement, changing negative behaviors associated with the benefits of PBIS that address challenging behaviors, increased instructional time, and decreased office referrals. Based on the qualitative findings, middle school teachers trust that PBIS is effective in increasing student achievement and decreases challenging behaviors of middle school students. The research concludes with implications and recommendations for future research based on the findings.Item The relationship between faculty diversity and graduation transfer and drop out rates in public community colleges(2019-10-28) Cross, James David; Carman, Carol; Simieou, Felix; Beavers, Elizabeth; Burillo, MadelinePrevious research has found that overall graduation rates for underrepresented minority (URM) students of all races and ethnicities were positively affected by increased diversity of their faculty. Using 2017 archival IPEDS data from 120 public community colleges this mixed-methods research study replicated and expanded previous research of Stout, Archie, Cross, and Carman (2018) by calculating an institutional Diversity Score as a common measure of diversity and ranking the community colleges by their overall level of race/ethnic and gender variance. The findings suggest that there was a significant strong positive relationship between graduation, transfer, and drop out rates for URM students of all race/ethnic catagories when there are increases in faculty diversity. There were no significant findings regarding the relationship of faculty gender to student graduation, transfer, or drop out rates. In the qualitative component of this study six community college presidents and 15 former community college students were interviewed to understand their perceptions regarding the relationship of faculty race, ethnic, and gender diversity and student success. These themes were: (a) changes in our communities drive the need for change in our colleges, (b) inclusion is a process of accommodation, and (c) mentoring and role modeling are critical. Analysis of student responses revealed two themes: (a) individual connections are important, and (b) female teachers matter to female students. Findings suggest that positive interactions with URM faculty can provide URM students with a role model that increases their sense of welcome, acceptance, and motivation to succeed. When students are exposed to a diverse faculty they feel more comfortable and have better outcomes. Increasing faculty diversity can be an important step for improving an environment for student success.Item Using a framework for collaborative teaching: how the constructs of the framework impact administrators' attitudes and practices regarding inclusion(2016-12-13) Stone, Melinda; Browning Hawkins, Sandra; Hendrix, Elaine; McDonald, Denise; Beavers, ElizabethThe purpose of this qualitative study was to look at how administrators perceive their role in supporting collaborative practices and their effectiveness while incorporating the framework of the Collaborative Teaching Project (CTP). The CTP was created by a suburban district to provide structure to collaborative teaching in order to address the needs of special education students. In this study looked, six different administrators were interviewed using an interview protocol in order to gain insight in to how they perceive their role as they implement collaborative teaching on their campuses. This study used a descriptive case study design and moved to an exploratory case study design in order to initially describe the Collaborative Teaching program created by a district and then explore its undetermined impact and outcomes as it relates to administrators’ attitudes and practices towards inclusive teaching. Results of this study indicated that the administrators that participated perceived their roles as relational and responsive. All of the themes and subthemes that emerged are directly related to how the teaming and training of the collaborative teaching project helped to provide support in the facilitation of co-teaching. The data also provide information on whether the project changed administrator perceptions of collaborative teaching and how administrators can support collaborative teaching on their campuses.Item “You Didn’t Call My Name!” Barriers that Prevent Marginalized Black Families from Accessing and Utilizing Early Childhood Intervention Services(2021-05-10) Aziegbe, Erika Necole; Beavers, Elizabeth; Peters, Michelle; Gauna, Leslie; Corrales, AntonioThe purpose of this mixed-methods study was to explore the perceived barriers preventing Black families from accessing (completing the intake process) and utilizing (following through with the support) early childhood intervention services. Data was collected from a purposeful sample of Black families who did and did not access Early Intervention Services (ECI) and medical or educational professionals who are Black, Indigenous, and people of color (BIPOC) and primarily serve the same population. Parental, medical, and educational professionals’ perception of the barriers were measured using the Barriers to Access and Utilize Early Childhood Intervention Services Inventory (BAUECISI). Survey results were analyzed using frequencies, percentages, independent t-tests, Chi-squared test of independence, one-way Analysis of Variance (ANOVA), and logistic regression. On the quest to understand and inquire into the experience of participants’ living story, narrative inquiry through playback was used to capture the embodiment of being doubly buffooned—Black and disabled from early childhood. A fusion in qualitative research and the arts was used. Narrative inquiry uniquely situates the relational aspect between the researcher and participants as collaborators in the process where both see themselves in the practice of each living, telling, retelling, and reliving stories. Notably, a narrative inquiry is fixtured in the simultaneous interactions of three commonplaces— temporality (attention to the past, present, and future of the place, things, and events), sociality (interrelatedness of the researcher and participants, and where the condition in which the story unfolds) and place (the physical and topography boundaries) (Clandinin & Huber, in press). Interviews provided data from parental (did and did not access ECI) and professional views to note the diverging and converging perspectives when accessing and utilizing ECI services. Taking caution not to reduce the story to a list of themes, instead metaphors and schematics emerged to reflect the complexity and multifacetedness of being a story.