Special Educators Perceptions on Effective Preparation and Pract

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Special Educators Perceptions on Effective Preparation and Pract

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Special Educators Perceptions on Effective Preparation and Practtion2018Special Educators' Perceptions on Effective Preparation and Practice for Student SuccessAnne Brackney l.ieseIVÙMen LWvrfttyFollow this and add

itional works at: https://scholarworks.waldenu.edu/dissertations ty Part of the Elementary and Middle and Secondary Education Administration Commons, Special Educators Perceptions on Effective Preparation and Pract

Psychiatric and Mental Health Commons, Secondary' Education and Teaching Commons, Special Education Administration Commons, and the Special Education

Special Educators Perceptions on Effective Preparation and Pract

and Teaching CommonsIllis Dissertation B brought to yvu for free and open access by the Wilden Dissertations and Doctoral Studies Collection it Schola

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Special Educators Perceptions on Effective Preparation and Practormation, please contact ScbolaiWarksi2waMcnu.cdu.Walden UniversityCollege of EducationThis is to certify that the doctoral dissertation byAeiial Anne

Liesehas been found to be complete and satisfactory in all respects, and that any and all revisions required by the I eview conunittee have been made Special Educators Perceptions on Effective Preparation and Pract

.Review CommitteeDr Barry Birnbaum. Committee Chairperson. Education Faculty Dr. Asoka Jayasena. Committee Member. Education Faculty Dr. Danielle Hede

Special Educators Perceptions on Effective Preparation and Pract

gard. University Reviewer. Education FacultyChief Academic Officer Eric Riedel. Ph DWalden University2017AbstractSpecial Educators’ Perceptions on Eff

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Special Educators Perceptions on Effective Preparation and Practertation Submitted Hl Partial Fulfillment of the Requirements for the Degree of Doctor of PhilosophyEducationWalden University43040AbstractAlternative

school settings are success prospects for students at risk of school failure However, research on the daily experiences of the special educators in a Special Educators Perceptions on Effective Preparation and Pract

lternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the

Special Educators Perceptions on Effective Preparation and Pract

perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure: (b) to determ

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Special Educators Perceptions on Effective Preparation and Practt success provided the study’s framework. Twelve seimstructrued interviews were conducted to examine special educators’ perceptions on preparation and

practice for student success. Data were analyzed through block coding, code comparison and thematic searches The study's results included accounts of Special Educators Perceptions on Effective Preparation and Pract

special educators' perceptions and challenges related to preparation and practice for student success in alternate school settings. Emergent themes i

Special Educators Perceptions on Effective Preparation and Pract

ncluded applying classroom structure and technology, as well as individualized student instruction. Participants cited a need for rich teacher’student

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Special Educators Perceptions on Effective Preparation and Practstions for educational leaders to consider while preparing preparatory methods for special educators who teach within the alternative school setting s

uch as administrator knowledge of what special educators require to teach 111 the alternate classroom. This study may lead to social change by providi Special Educators Perceptions on Effective Preparation and Pract

ng information on special educator preparation coursework meant to develop student success for the alternative school student population.Special Educa

Special Educators Perceptions on Effective Preparation and Pract

tors’ Perceptions on Effective Preparation and Practice for Student Success by

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