Dissertation/Thesis Abstract

Instructional Coaching and Social-Emotional Development of Secondary Special Education Learners: A Quasi-Experimental Study
by Houck, Christina Kouzes, Psy.D., Capella University, 2020, 85; 27958179
Abstract (Summary)

Special education teachers need salient information about their students’ social-emotional status in order to proactively direct instruction with greater specificity to the needs of their students. Instructional coaching is a regularly used method to provide professional development to teachers. Oftentimes, instructional coaching is confined to areas of core content such as literacy. The problem addressed in this quasi-experimental study was the limited use of instructional coaching of social-emotional interventions and techniques in specific student populations that have significant educational needs in this area as evidenced by their diagnosed social-emotional-behavioral disabilities. The population was secondary students receiving their special education programming in Federal setting IV schools in the Midwestern region of the United States. For the purposes of this study, a convenience sample procedure was utilized. The study was conducted by using a gain score calculated from pre and post-tests of the social-emotional learning skills of the students. The Social Emotional Resilience and Assets Scales Teacher short form (SEARS) was the tool selected to provide baseline and post-test information. The study examined the difference between the gains in social-emotional learning (SEL) skills between classrooms of secondary special education students in the setting IV schools whose teachers have had instructional coaching versus the classrooms of secondary special education students in setting IV schools whose teachers did not have instructional coaching. A power analysis helped determine the most appropriate sample size for this type of study. In the case for this study, a sample size of 28 teacher participants with 140 units of analysis yielded suitable results. An independent sample t-test was utilized to analyze the data obtained. The results of the study did not support the hypothesis. Finally, recommendations for further research are offered.

Indexing (document details)
Advisor: Green, Kate
Commitee: Pulkinen, Catherine, Doran, Cheryl
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 81/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education philosophy
Keywords: Instructional coaching, Quasi-experimental, Social emotional learning
Publication Number: 27958179
ISBN: 9798645426019
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