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Practitioner Perception of the Implementation of Evidence-Based

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Practitioner Perception of the Implementation of Evidence-Based PRACTITIONER PERCEPTION OF THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN THE SPECIAL EDUCATION CLASSROOM: A CASE STUDY by Jolene G. Swezey Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Liberty University 2021 2 PRACTITIONER PERCEPTION OF THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN THE SPECIAL EDUCATION CLASSROOM: A CASE STUDY by Jolene Gail Swezey A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Liberty University, Lynchburg, VA 2021 APPROVED BY: Andrea P. Beam, EdD, Committee Chair James L. Eller, EdD, Committee Member 3 ABSTRACT The purpose of this qualitative instrumental case study was to identify factors that inform the decision-making process of 11 special education practitioners for the implementation of evidence-based practices in the classroom at Central Combined School (pseudonym). The theoretical framework for this study is Lipsky’s street-level bureaucracy theory. Street-level bureaucracy theory states that social services workers use discretion to administer required policies. Understanding how special educators act as street-level bureaucrats will provide new insights into teacher perception of the decision-making process for implementing evidence-based practices. The central research question asked, What are the factors that inform the decision- making process for special education practitioners for the implementation of evidence-based practices in the classroom? Data were collected using individual interviews, an online focus group, and documents/archival records. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes. Five themes developed from the research of this study: collaboration, expectations, environment, individualization, and training. This study revealed that substantial administrative support, mentoring, collaboration, coaching, ongoing professional development, and access to resources were vital factors to implementing new practices within schools. Keywords: access, evidence-based practices, implementation, post-secondary education professionalism 4 Copyright Page © 2021 Jolene Gail Swezey All rights reserved. 5 Dedication To James For your steadfast encouragement and support. With all my being, I love you! 6 Acknowledgments I could not have finished this dissertation without the blessings, mercy, and grace of God. He is my rock and my support. I thank Him for instilling in me the desire and drive to accomplish this life-long goal and the resources to attain it. I would like to thank my husband, James, and my three adult children, Jessica, Josh, and Joelle, and my daughter-in-law Katie. It has been a long journey and there have been missed opportunities to spend time together and focus on other things. Please know that I love you immensely. I couldn’t have done it without your understanding and support. I also thank my mom for always believing in me, and my mom and dad for their encouragement in asking how it is going. Thank you to Dad and Diane for providing a quiet place to work when visiting. It was so valuable! I would also like to thank Dr. Andrea Beam and Dr. James Eller for their support and encouragement. Their suggestions were greatly appreciated. To the faculty and staff with whom I work daily, thank you for your support and encouragement. I am grateful to be part of such a supportive and encouraging learning community. Go Colonials. 7 Table of Contents ABSTRACT .....................................................................................................................................3 Copyright Page.................................................................................................................................4 Dedication ........................................................................................................................................5 Acknowledgments............................................................................................................................6 List of Tables .................................................................................................................................11 List of Abbreviations .....................................................................................................................12 CHAPTER ONE: INTRODUCTION ............................................................................................13 Overview ............................................................................................................................13 Background ........................................................................................................................14 Historical ................................................................................................................14 Social......................................................................................................................16 Theoretical .............................................................................................................17 Situation to Self..................................................................................................................19 Problem Statement .............................................................................................................20 Purpose Statement ..............................................................................................................21 Significance of the Study ...................................................................................................21 Research Questions ............................................................................................................23 Central Question ....................................................................................................23 Sub-questions .........................................................................................................23 Definitions..........................................................................................................................25 Summary ............................................................................................................................27 CHAPTER TWO: LITERATURE REVIEW ................................................................................29 8 Overview ............................................................................................................................29 Theoretical Framework ......................................................................................................29 Street Level Bureaucrat Theory .............................................................................30 Related Literature...............................................................................................................35 Definition of Special Education .............................................................................36 Key Factors of Special Education ..........................................................................36 Summary ............................................................................................................................59 CHAPTER THREE: METHODS ..................................................................................................61 Overview ............................................................................................................................61 Design ................................................................................................................................61 Research Questions ............................................................................................................63 Central Question ....................................................................................................63 Sub-questions .........................................................................................................63 Setting ................................................................................................................................63 Participants .........................................................................................................................65 Procedures ..........................................................................................................................65 The Researcher's Role ........................................................................................................66 Data Collection ..................................................................................................................67 Interviews ...............................................................................................................67 Related Documents ................................................................................................71 Focus Groups .........................................................................................................70 Data Analysis .....................................................................................................................72 Trustworthiness ..................................................................................................................74 9 Credibility ..............................................................................................................74 Dependability and Confirmability .........................................................................75
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