Date of Award

5-2025

Degree Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Comments

Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Sacred Heart University

Committee Chair

David G. Title, Ed.D.

2nd Reader

Victoria A. Osborne, Ph.D.

3rd Reader

Paul L. Rasmussen, Ed.D.

Abstract

This mixed-methods Improvement Science Dissertation in Practice (ISDiP) explores the discrepancy between general and special education student performance on measures of growth and achievement in English Language Arts and Math in a small, suburban school district in Southwest Connecticut. Research supports that the growth rate for students with disabilities often decreases as they get older, leaving special education students with fewer opportunities to close the achievement gap over time. This study illustrates the importance of addressing teachers’ mindsets, perceptions, and collective efficacy to close the achievement and growth gap. Fifteen special education teachers and related service providers participated in a six-week intervention that included professional learning sessions, exit tickets, mindset rubrics, and focus group conversations. Results indicated a statistically significant improvement in the pre-and post-test survey, which assessed teachers' mindsets regarding the performance of students with disabilities on high-stakes testing. Results further indicated that teachers and related service providers found the intervention to have an important, positive influence on their work with students and colleagues. This research is promising for using professional learning on teacher mindset, teacher perception, and collective efficacy to close the performance gap between general and special education students at the elementary level. Recommendations for future research include expanding the intervention to the middle and high school levels and broadening the scope of the intervention to target general education staff members, paraeducators, and school and district administrators. This study can guide other school leaders looking to advance all students' academic growth and achievement, including those receiving special education services.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.


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