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Sawyer Dissertation_revised_final.pdf (1.23 MB)

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The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process

Sawyer, Mary Rachel
http://orcid.org/0000-0003-3827-7163
http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651

Abstract Details

2015, Doctor of Philosophy, Ohio State University, Educational Studies.
Evidence-based practice (EBP) in special education may be conceptualized as a problem-solving process. Novice special education teachers infrequently possess the skills necessary to engage in EBP to identify problems and select and adapt empirically-supported treatments to implement in their classrooms. This study used a multiple baseline design across four novice special education teachers to evaluate the effects of coaching on fidelity with an EBP action plan protocol. Results indicate that coaching effectively improved teacher fidelity with the protocol and that teachers were able to implement self-designed plans with high levels of fidelity in the classroom. Additionally, participants indicated overall satisfaction with the goals, procedures, and outcomes of the study, suggesting that coaching on EBP may be a socially valid model of support for novice special educators.
Sheila Alber-Morgan (Advisor)
Moira Konrad (Committee Member)
Matthew Brock (Committee Member)
Larry Maheady (Committee Member)
171 p.
Behavioral Sciences; Higher Education; Instructional Design; Special Education; Teacher Education
evidence-based practice, teacher preparation, professional development, problem-solving

Recommended Citations

Citations

  • Sawyer, M. R. (2015). The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651

    APA Style (7th edition)

  • Sawyer, Mary. The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process. 2015. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

    MLA Style (8th edition)

  • Sawyer, Mary. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process." Doctoral dissertation, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651

    Chicago Manual of Style (17th edition)

osu1436464651
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© 2015, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.