School of Education
Doctor of Education (EdD)
Phyllis A. Booth
Evidence-Based, Hermeneutics, Special Education Teachers
Disability and Equity in Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Other Education
Tatum, Loretta Jackson, "Special Education Teachers' Beliefs and Perceptions of Evidence-Based Reading Instruction" (2016). Doctoral Dissertations and Projects. 1265.
The purpose of this hermeneutic phenomenological study was to identify and uncover themes that emerged from special education teachers’ experiences, beliefs, and perceptions of evidence-based reading instruction. The theoretical framework that guided this study consisted of the epistemological theory of knowledge and Bandura’s social cognitive theory. Data collection methods included semistructured in-depth interviews, documentation analysis, and classroom observations. Data analyses involved reflecting on 13 special education teachers’ collective comments, dialogues, written documentation, and interview transcripts. Three themes emerged regarding the phenomenon of teaching reading to children with disabilities (a) Knowledge sources, (b) Environmental diversity, and (c) Organizational constraints. These essential themes reflected special education teachers’ beliefs and perceptions of evidence-based reading instruction for children with disabilities.