| dc.contributor.advisor | Vogler, Jane S. | |
| dc.contributor.author | Hawkins, Joshua Lowell | |
| dc.date.accessioned | 2018-05-30T13:23:41Z | |
| dc.date.available | 2018-05-30T13:23:41Z | |
| dc.date.issued | 2017-12 | |
| dc.identifier.uri | https://hdl.handle.net/11244/299956 | |
| dc.description.abstract | Scope and Method of Study: The shortage of special educators in Oklahoma and similar markets is profound (Aragon, 2016). The number of teachers prepared through traditional programs are insufficient for public needs. Therefore, alternative routes to certification for special educators are proliferating (Feistritzer, 2011; Rosenberg & Sindelar, 2005). Minimal research is available on the quality and effectiveness of these programs partly because programs vary considerably in terms of infrastructure, length and intensity, characteristics, and participant demographics (Rosenberg et al., 2007). The majority of extant research is limited to program evaluation; negligible research examines the dispositions or developmental perceptions of program participants (Sindelar et al., 2010; Wasburn-Moses & Rosenberg, 2008). Furthermore, the prevalence and recurrence of shortages in special education warrants the consideration of recruitment and retention of special educators (Billingsley, 2005; Ingersoll, 2007). The associative benefits of developing teachers' capacity and commitment was suggested by Brunsting et al. (2014) and Sindelar et al. (2010). Thus, this qualitative case study (Stake, 2006) inductively explored nine novice special educators' perceptions of their development while participating in alternative routes to certification in Oklahoma. | |
| dc.description.abstract | Findings and Conclusions: Emergent themes included: intentionality--wherein the locus of intention for development was found to rest primarily with the participants; experience--wherein key formative experiences occurring before or during development were found to be influential in shaping participants' perspectives and practice; "overwhelmed" to overcoming--wherein relatedness, competence development, developmental awareness, professional identity formation, and growth orientation were recognized as integral emergent features; and finally, an underlying sense of "care" emerged and appeared fundamental to participants' motivation and perceptions' of their experiences as novice teachers, the nature of their roles, and, ultimately, their commitment. The organic quality of development and the need for individualization of support are discussed. | |
| dc.format | application/pdf | |
| dc.language | en_US | |
| dc.rights | Copyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material. | |
| dc.title | "Figuring it out": A qualitative case study exploring the development of novice, alternatively certified special educators in Oklahoma | |
| dc.contributor.committeeMember | Koch, Julie | |
| dc.contributor.committeeMember | Yough, Mike | |
| dc.contributor.committeeMember | Bailey, Lucy | |
| osu.filename | Hawkins_okstate_0664D_15538.pdf | |
| osu.accesstype | Open Access | |
| dc.type.genre | Dissertation | |
| dc.type.material | Text | |
| thesis.degree.discipline | Educational Psychology | |
| thesis.degree.grantor | Oklahoma State University | |
