BFP2: Task 2

Whitney Schoening

September 16, 2022

A Written Project Presented to the Faculty of the Teachers College

of Western Governors University

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Research Purpose and Research Questions

Upon reviewing the article entitled “The First Year as Teachers Assigned to Elementary and

Middle-School Special Education Classrooms”, it was determined the purpose of this study was

to determine the experiences and perspective of ten first-year special education teachers. These

teachers had received a two-year training on providing quality education for students with

moderate to severe disabilities. These experiences included perspectives and data related to

curriculum and relationships with the general education teachers as well as the admini0stration.

Although other research studies had been completed in order to gain information on

special education classrooms, there was little data focused upon first-year special education

teachers. Researchers desired to close the gaps and posed the question: “What are the

experiences 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 and/or multiple disabilities?” (Gee &

Gonsier-Gerdin 2018).

Alignment of Research Purpose and Questions

The research question and the purpose are in alignment with one another. The research focused

on the experiences and perspectives of 10 first-year teachers in a Special Education classroom.

Each of these 10 teachers had students with disabilities that ranged from moderate to severe. The

qualitative data was derived from three distinct areas. Theses areas were the specific teacher

program, the meetings the ten teachers attended monthly with the researchers, and the focus

group meetings at the end of the year. Due to these things, this aligned the purpose to the

research question.
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Literature Review and Sources Support of Research Purpose and Questions

The researchers referenced several studies within their literature review of their study. The

studies were relatively similar but none that specifically focused on first-year Special Education

teachers. The sources used as supporting data varied in sample size. One study followed only one

educator while another examined 156. One study in particular surveyed 1,153 teachers nationally

yet another study only surveyed 596 teachers in two states located on one the north and south

tips of the eastern coast. These studies mentioned in the literature review provided insight to

experiences and perspectives of educators in both general and special education. Despite all the

data available, there were still gaps that need to be addressed.

Research Method

This research study gathered qualitative data through from examining the experiences of first-

year special education teachers. The researchers were able to determine recurring themes

throughout the responses of the 10 participants. The researchers held monthly meeting with the

participants to allow them to share their experiences without limiting the information they

desired to share with their cohort. The participants shared experiences with their students as well

as experiences with general educations teachers and administrators. These special education

teachers noted how there was a significant decrease in the expectations of the special education

students as compared to their general education peers. Researchers noted the highs and the lows,

nothing was excluded. When the focus groups met, the teachers came as their schedule allowed.

The conversations from the focus groups were recorded and transcribed verbatim to ensure

authenticity. The only data collected consisted of thoughts, opinions, and experiences thus

deeming this study qualitative.

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Appropriateness of Research Method

The reason method is appropriate for this qualitative study. The researchers were

very specific in their purpose. The data the researchers collected mirrored the purpose. As stated

in the research, little studies had been done on first year teacher in special education with

students with moderate to severe disabilities. Through analyzing this data, it is clear there are a

number of issues surrounding this topic. This research will open the doorway for further research

to be completed to get to the root of the issues.

Methods of Data Collection

Throughout this qualitative study there were several methods for the collection of data.

Researchers used interviews, focus groups, and monthly meetings with the cohort of participants.

These three data collection methods provided opportunities for the participants to share as much

or as little as they desired. Many of the questions the researchers posed to the participants were

open-ended, especially during the focus group meetings. Researchers then transcribed recordings

or reviewed any notes taken during the sessions. Once all data was collected the researchers were

able to sort and analyze the content. This allowed them to find any recurring themes, issues,

experiences, thoughts, or feelings the teachers experienced while in their first year of teaching,

Alignment of Data Collection Methods and Research Purpose and Questions

The goal and the purpose of the research study is to discover the experiences and

perceptions of a first-year teacher teaching in a special education classroom with students with

moderate to severe disabilities. The data collection methodology and the instruments used align

with the purpose. The instruments the researchers elected to use allowed the participants to share
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their feelings and experiences. Even the interview used open-ended questions to get more

information from the participants. This allowed the participants to truly lead the interview

without being confined to a small spectrum of answer options.

Data Analysis Techniques

There were three techniques used for the data analysis. The researchers used thematic analysis,

constant comparative approach, and interim analysis. Thematic analysis took place when all of

the data had been collected. Researchers were able to identify any recurring themes and identify

repetitive words or issues that may have surfaced during interviews, focus groups, or monthly

meetings. One way this was easily accomplished was through coding. It was verified using

intercoder reliability. This helped make sure there were little to no errors and the coding had

been done objectively.

“A constant comparative approach was used to analyze field notes for the monthly

gatherings and transcriptions from focus groups” (Gee and Gonsier-Gerdin, 2018). Researchers

were looking for changes or similarities from previous monthly, recurrences, and any error that

may have been made.

Lastly, interim analysis was used at several points throughout the school year. The

researchers conducted interviews at the beginning and the end of the school year. The time in

between the two interviews, the researchers were continually meeting with the participants with

the effort to collect as much data as possible. The time in between the meetings served as time to

review the data that had been collected before moving on to collect more.
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Results of the Study in Relation to Research Questions

The research was conducted with the purpose of answering the question “What are the

experiences 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 and/or multiple disabilities?” (Gee &

Gonsier-Gerdin 2018). Based on the thematic analysis, there are three distinct themes that

emerged: “what I inherited from the job, relationships, as well as professional experience” (Gee

& Gonsier-Gerdin 2018).

“What I inherited from the job” clearly shows there was a problem on the scene before

this new teacher stepped in to fill the role. There were several instances where students were not

placed in a classroom that was best to fit their learning need. Several teachers had also

mentioned there was a lower expectation for students with disabilities simply because the

students had disabilities. It was not only from the general education teachers but also from the

administrators of the school. There were also inconsistencies in what the students were being

taught. Several teachers noted there was useless curriculum and materials in their rooms that

served no purpose. But perhaps the most astonishing inherited issue was incomplete IEP’s or

IEP’s that were not current with the student’s current level of ability. This could create a major

issue for the current teacher seeing as an IEP is a federal document and there could be major

ramifications for the teacher.

The second theme that emerged was relationships. All of the participants spoke about the

challenges of creating good relationships with the families and school personnel. Creating a

positive relationship with parents was something most of the teachers were able to achieve but it

can be difficult for parents of a child with disabilities to welcome someone new, especially if
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there have been issues in the past. The relationships with school personnel including but not

limited to paraprofessionals, general education teachers, school administrators, and even district

administrators can be strained when there is a lack of training and education on interacting and

teaching students with disabilities.

The third theme that emerged was professional experience. The teachers expressed how

there never seemed to be enough time for the necessary to-dos within a special education

classroom. The teachers all noted the difference between time in a classroom versus the

experience they gained while training at the university. Although they were first year teachers

they were still expected to meet individual needs which includes working on the goals listed in a

student’s IEP. Finding the time to prepare for a classroom with a variety of needs and

differentiating instruction can be daunting tasks. As the year went on, the teachers did note they

were finding their way. They were confident in themselves and came up with things to help them

thrive along the way.

Research Findings Evaluation

Upon examining the findings of this qualitative research, it can be determined that the results

were unbiased. The participants of the study were all chosen at random. There were only ten

participants in the study which limited the results due to a small sample size. Another limitation

could be the fact that all of the teachers received the same training from the same two-year

program. The researchers were forthcoming with this information which shows they were

committed to honest findings. The data collected answered the research question and maintained

alignment with the purpose. While this research was limited is provided a gateway for future

research to be conducted on a broader spectrum.

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References

Gee, K., & Gonsier-Gerdin, J. (2018). The First Year as Teachers Assigned to Elementary and

Middle-School Special Education Classrooms. Research & Practice for Pers

ons with Severe Disabilities, 43(2), 94–110. https://doi.org/10.1177/1540796918771708