Date
5-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Heather L. Strafaccia
Keywords
Educator Motivation, Dyslexia, Language Based Disabilities, Orton Gillingham, Teacher Training, Andragogy, Evidence Based Practices, Brain Research, Neurological Disorders, Children, Adolescents
Disciplines
Educational Methods | Special Education and Teaching
Recommended Citation
Casale, Maria T., "Educator Motivation for Acquiring Expertise to Support Students with Dyslexia: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5645.
https://digitalcommons.liberty.edu/doctoral/5645
Abstract
The purpose of this phenomenological study is to describe the invested motivation for acquiring expertise to support students with dyslexia for elementary school teachers at a charter school in a northeastern state. Teachers employed at Oakdale-Mission Charter School are uniquely positioned to receive in-service teacher training support regarding teaching those with dyslexia. The lack of Orton Gillingham-certified teachers to provide for those with dyslexia prevents these students from adequately receiving access and equity in a school district in a large metropolitan city in a northeastern state. Therefore, Oakdale-Mission Charter School was explored as a unique and innovative solution for those with dyslexia using an in-service teacher training model. The central question of this study was: What are the lived experiences of elementary charter school teachers with invested motivation for acquiring expertise to support students with dyslexia? The theory that supported this central question and guided this study was Knowles’ adult learning theory and the concept of andragogy, predicated on the notion that teacher investment is a critical component in adopting effective instructional practices. The hermeneutical phenomenological design of this study offered an analysis of the various factors associated with teacher motivation. The data collection process included interviews, a focus group, and a journal prompt. This study included 12 participants who experienced professional development training using the Orton Gillingham methodologies. The research uncovered invested motivation associated with supporting those with dyslexia. Future research should explore further options for developing teacher expertise using other teacher support training models through a qualitative study method.
