A Program Evaluation of the Special Education Mentor Training in South Carolina

Autor/in	Taylor, Ann Marie H.
Titel	A Program Evaluation of the Special Education Mentor Training in South Carolina
Quelle	(2013), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-9834-3
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Special Education Teachers; Mentors; Beginning Teachers; Training; Teacher Persistence; Mixed Methods Research; Surveys; Interviews; Program Evaluation; South Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Ausbildung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation
Abstract	Retaining effective teachers is a challenge in every classroom, but nowhere more than in special education classrooms. The purpose of the study was to conduct a program evaluation using archival data that were collected as a part of the Special Education Advanced Mentor Training (SEAMT) in South Carolina. Drawing on Erikson's Intimacy vs. Isolation stage of human life, educators have realized that beginning teachers benefit from the sense of intimacy provided by a mentor. To combat the issue of special education teacher attrition, a 1-day SEAMT was developed and presented but never evaluated. The research questions were developed to determine if the SEAMT affected the work of mentors; which aspects of the training were most helpful; and which additional information, tools, and/or strategies would be helpful in working with special education teachers. The program evaluation utilized a sequential mixed methods approach while triangulating the data from 3 sources: 2 surveys and 1 interview. The qualitative data were coded using an inductive process, while the quantitative data were analyzed using descriptive statistics. The evaluation results for the SEAMT showed that for all participants, the training either met or exceeded their expectations. Once mentors worked with new special education teachers in the field, they found several tools to be helpful. The interviews revealed that more training for administrators is needed to enhance their knowledge of special education. This program evaluation concludes with recommendations to support and retain special educators in the classroom, which will effect positive social change through increased student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01