Date of Award
Spring 2-10-2023
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Julia Kirk
Abstract
Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to help students access Tennessee state standards. Special education teachers from eight different schools across Tennessee were interviewed and observed using the Tennessee Educator Acceleration Model General Educator Rubric, which I aligned to different learning theories. I found how special education teachers planned activities, used reinforcements, and developed their knowledge of the content and their students to accommodate and modify evidence-based practices and interventions. I observed teachers in special education self-contained classrooms apply 150 (50%) behavioral learning theory strategies, 106 (36%) cognitive learning theory strategies, and 42 (14%) constructivist learning theory strategies. These findings should continue to be explored to further develop a common evaluation tool to monitor the use of multifaceted learning theory in a special education self-contained classroom instead of requiring fidelity of evidence-based practices and interventions.
Keywords
special education, self contained classroom, multifaceted learning theory, evidence based practices, TEAM general educator rubric, behavioral cognitive constructivist learning theories
Recommended Citation
Maitland, Adam, "INVESTIGATING EVIDENCE-BASED PRACTICES AND INTERVENTIONS USING MULTIFACETED LEARNING THEORY FOR STUDENTS IN A SPECIAL EDUCATION SELF-CONTAINED CLASSROOM" (2023). Ed.D. Dissertations. 50.
https://digitalcommons.lmunet.edu/edddissertations/50
Included in
Accessibility Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Other Education Commons, Secondary Education Commons, Special Education Administration Commons, Special Education and Teaching Commons, Urban Education Commons
