Project Activities
Research plan
The PI will conduct a series of studies to address the following key research aims: (1) determine the types of working conditions that contribute to the quality and effectiveness of special education teachers' reading instruction, (2) generate and test explanations for how working conditions contribute to teachers' reading instruction, and (3) explore how administrators conceptualize their responsibility to provide special education teachers with supportive working conditions. First, the PI will use mixed methods (i.e., interviews, direct observations, and student progress monitoring measures) to explore the nature of special education teachers' working conditions and their contribution to reading instructional quality and the reading proficiency of third through fifth grade students with EBD in self-contained classes. Through interviews and direct observations, the PI will also explore administrators' perspectives on the role of supporting special education teachers and the working conditions that the administrators feel they can change. Next, the PI will use structural equation modeling (SEM) to test whether relationships among working conditions, instructional quality, and student outcomes are significant after controlling for relevant teacher characteristics (e.g., experience); which working conditions explain the most variance in instructional quality; and what factors mediate or moderate relations between working conditions and student and teacher outcomes. Finally, the PI will use single-case design to determine whether manipulating working condition(s) (i.e., the working condition(s) that explain the most variance in teachers' instruction using SEM) produces improvements in the quality of teachers' reading instruction. The single-case design study will be supplemented by interviews with special education teachers and administrators to better understand the outcome of the single-case study. The project's results will inform the development of an intervention to improve special education teachers' working conditions in order to improve their instructional quality and student achievement.
Career plan
Through a career development plan, the PI intends to develop the following competencies: (1) evaluating special education teachers' instruction; (2) conducting mixed-methods research; (3) designing and conducting single-case experimental studies; and (4) developing competitive grant proposals. To accomplish these goals, the PI will engage in monthly meetings with mentors, consultation with experts, a course in mixed methods, an intensive summer institute on single-case design, and grant-writing workshops.
People and institutions involved
IES program contact(s)
Supplemental information
Mentors: Nathan Jones; Stephen Smith (University of Florida)
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
