Date

7-15-2024

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Rebecca L. Dilling

Keywords

High-leverage practices, high-leverage instructional practices, lived experiences of co-teachers, Title I campuses

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this hermeneutic phenomenology study was to investigate the lived experiences of special education co-teachers with high-leverage instructional practices at secondary Title I campuses. The central research question of this study was how special education co-teachers at secondary Title I campuses describe their lived experiences with high-leverage instructional practices. Bandura's social cognitive theory guided this study. In particular, the triadic reciprocal causation defined in social cognitive theory guides the study's questions and analysis. Triadic reciprocal causation influences how people communicate, work through tasks, and conduct daily activities related to personal, behavioral, and environmental factors. The social cognitive theory was an optimal theoretical lens for investigating special education co-teachers' experiences and perceptions of implementing high-leverage instructional practices. The hermeneutical phenomenological approach was selected for this study because it was based on the reflection of human experiences. This study investigated the experiences of 10 participants from five different Title I schools in the fifth-largest school district in the southern United States. Data for this study was collected using individual interviews, document analysis, and a questionnaire. The collected data was coded and moved from a single codes-to-theory using first and second-cycle coding.

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