An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices
2020-06
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices
Authors
Published Date
2020-06
Publisher
Type
Thesis or Dissertation
Abstract
This study investigated leaders’ influence and impact on the efficacy of special education teachers’ implementation of high-leverage instructional practices. The study considered the preparation of leaders and teachers to implement the practices, and the beliefs or self-efficacy of both leaders and teachers that implementing high-leverage instructional practices can have a positive association on student growth. The study is not a study of the fidelity of implementation of high-leverage instructional practices, nor of student outcomes when those practices are used. Rather, it is a study of levels of preparedness or knowledge, the beliefs that using those strategies have a positive association on learning, and the degree of confidence or self-efficacy that teachers have to improve their instructional skills by using them. This study collected survey data from leaders and teachers, and interview data from leaders which allowed them to elaborate on their survey responses. Findings from the study reveal, that when high-leverage instructional practices for which preparation has been provided, leaders and teachers are more likely to believe those practices are important and that they can be implemented. The study also found that teachers perceived a greater degree of implementation of high-leverage instructional practices than did leaders. It appears that while leaders intend to use classroom observation to monitor implementation, they are not observing often enough to judge the frequency of implementation and rely, instead, on written documentation, such as lesson plans submitted by the teachers. The findings suggest that leaders may need to develop a structured observation protocol to ensure they are sufficiently monitoring implementation.
Description
University of Minnesota Ph.D. dissertation. June 2020. Major: Organizational Leadership, Policy, and Development. Advisor: Kyla Wahlstrom. 1 computer file (PDF); 142 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Schaller, Melissa. (2020). An Examination of the Role of Leaders in Special Education Teachers' Implementation of High-Leverage Instructional Practices. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216839.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.