General educators perceptions of preparedness to teach in mixed-ability classrooms

158 Pages·2015·1.9 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
1-1-2011
General educators perceptions of preparedness to
teach in mixed-ability classrooms
Kristen Sparks Kantor
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Kristen Sparks Kantor

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Thomas Schnick, Committee Chairperson, Education Faculty
Dr. James Schiro, Committee Member, Education Faculty
Dr. Karen Hunt, University Reviewer, Education Faculty

Chief Academic Officer

David Clinefelter, Ph.D.

Walden University
2010
ABSTRACT

General Educators Perceptions of Preparedness to Teach in Mixed-Ability Classrooms

by

Kristen Sparks Kantor

M.A.T., Simmons College, 1994
B.A., Rollins College, 1992

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
January 2011
ABSTRACT

The increasing populations of students with special academic needs included in general
education classrooms in American public schools are providing a growing teacher
preparation challenge. The purpose of this study was to analyze both strengths and
weaknesses in how general education teachers perceived their pre-service preparation for
teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used
to interpret shared experiences of general education teachers working in mixed-ability
public elementary schools. The research question was centered in how this group of
teachers assessed preparation to provide instruction for Autism Spectrum Disorder,
English Language Learners (ELL), general education, gifted, and Inter-Related Resource
students. A sequential explanatory mixed methods research design was used in the study,
and a teacher survey and interviews with teacher focus groups served as data collection
instruments. Triangulation of data sources and peer review ensured reliability and validity
of findings. Comparison of categorical sample data using percentages revealed that
teachers did indeed identify differences in their perceived training. Teacher focus group
data was then coded and analyzed to reveal; a need for more in-depth training for general
education certification to better meet the specific needs of Autistic, ELL, gifted, and
Resource students; sustained environmental support; and comfort in essential
professional knowledge and abilities. Recommendations include the addition of specific
special education coursework for general education certification in higher education and
ongoing in-service training for public school teachers. Adopting these recommendations
in both arenas may affect positive social change by increasing the likelihood of retaining
general education teachers in American public schools.

General Educators Perceptions of Preparedness to Teach in Mixed-Ability Classrooms

by

Kristen Sparks Kantor

M.A.T., Simmons College, 1994
B.A., Rollins College, 1992

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Administrative Leadership for Teaching and Learning

Walden University
January 2011
UMI Number: 3434585

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UMI 3434585
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DEDICATION

This study is dedicated to my family, John, Blaine, and Andrew Kantor, who have
supported me throughout this process with endless patience as I “worked on my paper”
when I really wanted to play with you. You sacrificed many hours as I worked, read,
wrote, and rewrote draft after draft in efforts to complete this goal. Hopefully, someday
you will look back and remember that it takes persistence to achieve many goals in life.
The days of having to wait until I finished just one more thing, even on vacation, are
over.
Furthermore, I would like to dedicate this achievement to my parents, Dr. and
Mrs. James E. Sparks, who put education at the top of our priority list from day one. This
degree fulfills a promise made long ago. Your many years of sacrifice to send us to
quality schools have not been forgotten as I work to provide a quality education to those
in my care. Your belief in my abilities and potential is the backbone of all I do.
I am forever grateful to each of you for your love and support.
ACKNOWLEDGMENTS

Thank you to my chair, Dr. Thomas Schnick, who spent hours assisting me in the
development of the study, answering my questions, and continuously supporting me,
especially through the unexpected challenges. Thank you to Dr. James Schiro for your
assistance from proposal to product.
The study would not have been possible without the support of my principal.
Thank you for allowing me to complete the study within our school. I appreciate survey
responses from the certified teaching staff and the six participants who took part in the
focus group interview. The insight and reflection you offered are invaluable.
Thank you to the friends who have stuck by me throughout this process. Your
help with family and life enabled me to complete tasks that might have otherwise gone
undone. More importantly, you have contributed to my children‟s lives, and for that gift, I
am especially grateful.
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TABLE OF CONTENTS

LIST OF TABLES ............................................................................................................. vi
SECTION 1: INTRODUCTION TO THE STUDY ........................................................... 1
Problem Statement .......................................................................................................... 1
Research Questions ......................................................................................................... 2
Theoretical Framework ................................................................................................... 5
Nature of Study ............................................................................................................... 6
Purpose Statement ........................................................................................................... 7
Definitions of Terms ....................................................................................................... 9
Assumptions, Limitations, Scope, and Delimitations ................................................... 12
Limitations .................................................................................................................... 13
Significance of the Study .............................................................................................. 15
Summary and Transition ............................................................................................... 16

SECTION 2: BACKGROUND AND THEORETICAL BASE ....................................... 17
Teacher Retention ......................................................................................................... 18
Leadership and Retention of Novice Teachers ............................................................. 24
Preparedness and Perceptions of Preparedness............................................................. 30
Preparing General Education Teaching Trainees for Inclusion .................................... 31
Application .................................................................................................................... 41
Potential for Further Topic Research ............................................................................ 41

SECTION 3: STUDY DESIGN........................................................................................ 44
Research Design............................................................................................................ 45
Population ..................................................................................................................... 46
Sample and Setting ....................................................................................................... 47
Context and Strategies .................................................................................................. 48
Data Analysis and Validation ....................................................................................... 53
Data Analysis ................................................................................................................ 54
Summary and Transition ............................................................................................... 54

SECTION 4: Presentation and Analysis of Data .............................................................. 56
Introduction ................................................................................................................... 56
Research Question ........................................................................................................ 57
Quantitative Study ........................................................................................................ 58
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