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.
|Commitee:||Pulkinen, Catherine, Doran, Cheryl|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Keywords:||Instructional coaching, Quasi-experimental, Social emotional learning|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be