Publication Date

5-2016

Date of Final Oral Examination (Defense)

3-17-2016

Type of Culminating Activity

Dissertation - Boise State University Access Only

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Major Advisor

Evelyn Johnson, Ed.D.

Advisor

Kelly Cross, Ed.D.

Advisor

Carrie Semmelroth, Ed.D.

Advisor

Jennifer Snow, Ph.D.

Abstract

This project implemented an adapted version of RESET (Johnson, Ford, Crawford, & Moylan, 2016), a special education teacher observation measure, to identify the use of evidence-based practices (EBP) within a special education teacher preparation program. This adapted measure is called Measuring Evidence-Based Practices in Special Education (MEBPSE). Participants included special education teacher candidates enrolled in an undergraduate methods course aimed at preparing candidates in EBP in language arts for students with disabilities. The guiding question for this research study was: What is the effect of targeted feedback on special education teacher candidates’ implementation of EBP in reading? Participants video recorded instructional lessons when teaching reading to students with disabilities. Using the MEBPSE tool, participants in the treatment group (n=5) were provided targeted, explicit feedback on their level of implementation of EBP. Participants in the control group did not receive feedback. At the end of the semester, all video recorded instruction was rated to determine participant growth in performance over time in implementing EBP.

Data was initially analyzed using generalizability study and kappa analysis to determine reliability and agreement among raters. Finally, a repeated-measures ANOVA was completed to determine: a) if teacher candidate practices improved over time as shown by scores on the MEBPSE tool; b) if receiving feedback improved teacher candidate implementation of EBP; and c) if there is a significant effect on improvement of performance over time of the treatment group when compared to the control group. Results of this study show no significant differential effect on performance over time between treatment and control group, with inconsistent levels of reliability and agreement between raters when using the MEBPSE observation tool. Recommendations for future studies include further examination of the use of feedback for teacher candidate preparation in EBP for students with disabilities.

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