Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Fondren, Kellie

Committee Member

Ahonle, Zacchaeus J.

Committee Member

Nicholson, Janice

Committee Member

Hampshire, Patricia

Date of Degree

12-13-2024

Original embargo terms

Visible MSU only 2 years

Document Type

Dissertation - Campus Access Only

Major

Curriculum and Instruction (Special Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

The purpose of this phenomenological study was to understand the barriers alternate and traditionally trained special education teachers face when using evidence-based practices in their classrooms. This study looked at one teacher preparation program in a Research One University in the southeastern region of the United States. This study discussed the impact of teacher preparation programs preparing students to accurately teach students with disabilities to ensure students receive an appropriate education. The researcher interviewed and observed 8 special education teachers, four from each program, to gain a closer perspective on their experiences in using evidenced-based practices in their classrooms and how they were taught how to use them in their programs. There were 4 common themes across participants; support within their pre-service and in-service training, the effectiveness of strategies used, and the use of strategies that were or were not evidenced-based and using strategies that do not correlate with the specific deficits of their students' skills. These findings were specific to the alternate route teachers within the study, with all four participants struggling to both identify and show their use of evidence-based practices with their students. Implications of findings include collaboration between instructors in the programs, having effective co-teaching in both pre-service and in-service training, and having district and university support both preservice and in-service teachers to ensure the most effective strategies are used to promote student progress.

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