Year
2015
Season
Fall
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
First Advisor
Dr. Jeffery W. Cornett
Second Advisor
Dr. Richard H. Chant
Third Advisor
Dr. Deborah S. Reed
Fourth Advisor
Dr. A. Samuel Kimball
Fifth Advisor
Dr. Anne K. Swanson
Department Chair
Dr. Christopher A. Janson
College Dean
Dr. Marsha H. Lupi
Abstract
This study examined exceptional student educators’ (ESE) personal practical theories (PPTs) and how they impact complex decision-making when it comes to students with disabilities and their families. A case study methodology was selected to explore how four ESE teachers and leaders developed their PPTs as well as how they planned, interacted, and reflected upon decisions made during one workweek. The guiding questions of this study were: what are the PPTs of ESE leaders and teachers, what factors influence the development of PPTs, and how do PPTs impact special educators’ work with students with disabilities? To address these questions, four participants were selected based on their role within the district, their experiences working with students with disabilities, and their reputation for being high quality educators. Data were collected using a PPT workbook as well as in-depth, semi-structured interviews. The results of this study included five PPTs for each participant and eight common themes. These themes included: care for students and families, safety of students, administration and teacher professional development, ensuring high expectations for students, personal and professional advocacy, mentoring and collaboration, reflection and problem solving, and problems with inclusion. These results are presented in this dissertation in support of an argument for the need for increased pre-service and in-service for ESE educators, increased professional development for administrators, and increased training for inclusion teachers working with students with disabilities. Engaging in a practice of exploring and refining teacher and leader beliefs and assumptions using the PPT process may increase the reflective practice of teachers and perhaps result in a more appropriate form of evaluation for educators.
Suggested Citation
Call, Melissa Jewell, "Examination of Exceptional Student Educators’ Personal Practical Theories and the Implications for Practice" (2015). UNF Graduate Theses and Dissertations. 595.
https://digitalcommons.unf.edu/etd/595