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BFP Task 2: Research Study Critique, Chloe P. Way Western Governors University

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Research Purpose and Research Questions The research study being evaluated for the purposes of this assignment is titled “The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms.” The purpose of this qualitative study was to “examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained special education elementary and middle-school classrooms designated for students with ‘moderate/severe disabilities’” (Gee & Gonsier-Geradin, 2018). The main question asked in this research study is: What are the experiences and perceptions of 10 first-year teachers who graduated from a teacher preparation program emphasizing evidence-based, inclusive practices, but took jobs in separate special education classrooms designated for students with moderate/severe disabilities? Alignment of Research Purpose and Questions The research purpose and the research question being addressed in this study directly align with one another. Both the purpose and the question are seeking knowledge of the experiences of ten first year teachers trained in inclusion practices who took jobs in separate special education classrooms with students with varying levels of disabilities. Literature Review and Sources Support of Research Purpose and Questions After finding limited literature on research studies of the experiences of first year special education teachers credentialed to teach students with moderate to severe or multiple disabilities, the researchers posed their research question. Some of the other research noted in the study The research on this particular research topic was really quite limited, but overall did help the researchers shape their research question. The limitations were due to a lack of studies that deal directly with first-year special education teachers. One particular study did follow the

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experiences of a single teacher and her successes and failures as an educator, which would be useful for generating survey information. Additionally, another related study followed a teacher and her experiences as a kindergarten teacher of students with autism. Lastly, another related study discussed a large group of teachers in South Carolina who expressed concerns about paraprofessionals, a lack of support from school stakeholders, and a lack of curriculum and proper behavioral supports. Most notable was that several studies demonstrated teacher frustration with the difference between evidence-based practices as they are presented in training vs how they are realistically applied to an actual classroom. Although not all of the studies in the literature review were applicable, overall the studies allowed the researchers to pose a valid research question. Research Method and Appropriateness The research method used in this study was qualitative research. The methods and data were specific and appropriately related to the ten teachers that were selected for the study. The participants were all members of the same cohort and they all taught special day classes at either elementary or middle schools. Data was collected in a variety of ways, including through personal reflection and observation. They met regularly on Fridays, and “researchers and the research assistant each wrote field notes on their reflections of the topics of conversation” (Gee & Gonsier-Geradin, 2018). Additionally, the teachers were interviewed at the beginning of the year, in monthly conversations, and at the end of the year in focus groups. Using a qualitative research method is appropriate for this research study because the nature of the study is of human experience. In order to accurately collect data on the first-year teachers experiences, the research

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needed to be collected through interviews, personal reflections, and through observation. A study of this nature could not be measured as accurately through only quantitative procedures. Methods of Data Collection Data collection methods utilized in this study were informal interviews, monthly conversations, and focus groups. The type of data collected in the study was informational data about each teacher’s students and program, monthly conversations with small groups of teachers, and focus groups at the end of the school year (Gee & Gonsier-Geradin, 2018). With this information, the researchers wrote monthly narratives about their conversations and interviews with participants. Alignment of Data Collection Methods and Research Purpose and Questions The data collection methods are appropriate and directly align with the research purpose and question in this study. The qualitative, collective case study design directly targeted and collected information about the ten teachers experiences in special day classes in their first year of teaching. The interviews and conversations accurately represent the group’s experiences and are therefore aligned and appropriate. Data Analysis Techniques There were three main data analysis techniques used in this study: interim analysis, thematic analysis, and a constant comparative approach. Interim analysis was used to get a mean percentage for each question asked on the data collection instrument to compare pre and post year results. Thematic analysis was used to draw themes from focus groups which was later reviewed and confirmed by participants. Using narrative and a comparative approach were used in interviews and monthly meetings throughout the year.

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Results of Study in Relation to Research Questions The results of the study were presented in two categories. The first discussed the characteristics of the program itself and was taken from interviews with the first-year teachers. In the interviews, the teachers did report many improvements throughout the year. However, a resounding outcome of the study came from the variety of students that the teachers encountered. Although they were all labeled as moderately to severely disabled, there was a wide range of disabilities, leading the researchers to question how the classroom placement decisions were made. The second results category was drawn from monthly meetings and focus groups. From this, “three primary themes emerged: (a) “what I inherited with the job,” (b) relationships, and (c) professional experience” (Gee & Gerdin, 2018). Participants expressed shock and frustration at what was available to them and what was not upon entering the classroom. As a new teacher, adjusting to what one is presented in training and what actually happens in the classroom can be utterly shocking and frightening at first. Throughout the study, the participants demonstrated making positive changes to what they had inherited. From this emerged the second theme. As these teachers were all trained inclusive practices, they inherited classrooms that were traditionally segregated. The teachers reported confusion with students being placed randomly in classes, a lack of paraprofessional support, and unclear expectations from the district. They also discovered that not only were the students being segregated, but the teachers were as well. The participants reported frustrations with integrating their students into general education

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classrooms, as well as being outcasted by staff in emails and other staff activities. Fortunately, by the end of the study, “all teachers believed they had made progress in overcoming resistance and integrating their students” (Gee &Gerdin, 2018, pg. 102). The final thematic result of this study was the relationships that the teachers made with stakeholders. The educators realized the importance of including all stakeholders in each students’ education as students come from diverse and often difficult family situations. The participants expressed that additional training on inclusive practices was necessary for paraprofessionals, general education teachers, and district leaders in order to best support students. Participants expressed varying levels of support from each of their placements, but generally concluded that there is a need to advocate for special needs students and provide more training and assistance to general education teachers. Research Findings Evaluation The research study was well constructed and conducted. Participants were randomly selected to avoid bias. The authors had a clear purpose, they conducted research to develop a question that was aligned to the purpose, and accurately collected data. The results of the study were thorough and allowed opportunities for further research to be conducted. In further research, I would recommend that the sample populations be broadened to multiple locations as experiences in school district vary greatly. Resources Gee, K., & Gonsier-Gerdin, J. (2018). The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms. Research & Practice for Persons with Severe Disabilities, 43(2), 94–110. https://doi.org/10.1177/1540796918771708

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