Project Activities
The research team will use mixed methods, including interviews, focus groups, surveys, and observations to explore (1) the systems-level factors that influence decisions around PD for secondary special education teachers, (2) typical practice PD and its corresponding impact on teacher and student outcomes, and (3) the costs of PD and how costs and resources influence decisions around PD.
Structured Abstract
Setting
The research will take place in school districts in Texas and Virginia. The school sites include a mix of large urban, small urban, large and small suburban, and small rural districts.
Sample
The sample will include district office administrators (e.g., special education directors) responsible for PD decisions, secondary school principals and assistants, secondary special educators, and students with disabilities.
The project will explore the following systems-level factors associated with PD decisions: PD costs and resources, curriculum mandates, and state and federal policies.
Research design and methods
The research team will conduct a mixed-methods exploratory study and a series of case studies across participating districts and schools. In year 1, they will interview district leaders and school principals to better understand their decision making around PD, costs of PD, and how systems-level factors influence PD decisions. They will conduct interviews or focus groups with secondary special education teachers to understand their experiences in PD. They will also administer surveys to teachers to assess their self-efficacy and access to PD and other supports. In year 2, they will conduct follow-up interviews to delve deeper into themes that emerge in year 1. They will also begin conducting observations to document the content and delivery of PD at the various school sites as well as teacher implementation of practices they learn. In year 3, they will continue these observations and also use student attendance, behavior, and state assessment data to examine the effects of PD on student performance. They will also conduct a final round of teacher interviews.
Control condition
Due to the nature of the research design, there is no control condition.
Key measures
The research team will collect qualitative data through interviews and focus groups. They will also collect teacher surveys, including the Teacher Self-Efficacy Scale as well as two brief surveys using items from the RAND American Teacher Panel’s Measurement Learning and Improvement Survey to assess self-efficacy and perceptions of PD and other supports. Observations will be conducted using COACHED to gather descriptive data about PD and teacher instruction. The project will also collect school data on students, including attendance records, behavior referral data, and scores from state assessments.
Data analytic strategy
Qualitative data will be transcribed and coded for themes using open, closed, axial, and selective coding. For the second stage of qualitative data analysis, they will write case reports for special education teachers who report receiving high-quality PD and consistently enact evidence-based practices (EBPs). They will use the case reports to identify emergent themes regarding (a) district- and school-level decisions regarding the nature and content of PD and special educators’ experiences and enactment of EBPs; (b) district- and school-level decisions regarding allocation of time, funding, and other resources and special educators’ experiences and EBP enactment; and (c) district- and school-level teacher evaluation practices and special educators’ experiences and EBP enactment. Through this process, they will identify linkages among key codes and broader themes. Data from the COACHED observational tool will be analyzed descriptively and regression analyses will be used to determine the relationships between PD implementation, PD costs, teacher practices, and student outcomes.
Cost analysis strategy
Data on the core elements of PD (e.g., the amount of time teachers and other school staff spend preparing, delivering, and engaging in PD; PD materials; space/facilities to deliver the PD; format of the PD) will be gathered from district and school administrators as part of the interview process. These elements will be priced and analyzed using an IES-funded cost calculator. Researchers will conduct sensitivity analyses to examine the impact of different ingredient qualities (e.g., online vs. in-person PD format) on total costs. They will calculate a per teacher and per student cost of PD.
People and institutions involved
IES program contact(s)
Project contributors
SubAwardee(s)
Products and publications
The products from this project will include findings regarding typical practice PD and how systems-level factors influence PD decisions. The project will also result in peer-reviewed publications and presentations as well as additional dissemination products that reach education stakeholders, such as policymakers and district and school administrators.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
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Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
