The pedagogical content knowledge strengths and concerns experienced by novice secondary STEM educators in their creation of equitable learning environments for their students with disabilities

Janshego, William Eric

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https://hdl.handle.net/2142/124211 Copy

Description

Title

The pedagogical content knowledge strengths and concerns experienced by novice secondary STEM educators in their creation of equitable learning environments for their students with disabilities

Author(s)

Janshego, William Eric

Issue Date

2024-03-25

Director of Research (if dissertation) or Advisor (if thesis)

Flores, Osly

Doctoral Committee Chair(s)

Flores, Osly

Committee Member(s)

• Alexander, Samuel
• Mason, Erica
• Roegman, Rachel

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• STEM Education
• Science, Technology, Engineering, and Mathematics
• Special Education
• Novice Educators
• Pedagogical Content Knowledge
• Social Justice Leadership
• Secondary Education
• Midwest
• Students with Disabilities

Abstract

This qualitative interview study examined the pedagogical content knowledge strengths and concerns experienced by ten novice Science, Technology, Engineering, and Mathematics educators in their ability to appropriately implement special education practices to modify and accommodate curriculum to support their full inclusion of students with disabilities equitably. This study relied upon the combined Pedagogical Content Knowledge (Lee Shulman, 1987) and Social Justice Leadership Framework (George Theoharis, 2009). Using this combined framework, the researcher could differentiate between the novice educator's pedagogical content knowledge related to their ability to implement equitable learning environments for their students with disabilities. This research aimed to answer the following three research questions: (a)What are the current Pedagogical Content Knowledge strengths and concerns experienced by novice secondary STEM educators from the Midwest in their ability to create equitable learning opportunities for their students with disabilities in their classrooms? (b)What practices, curriculum modifications, or assessment procedures do novice secondary STEM educators from the Midwest currently utilize to support students with disabilities in their classroom equitably? (c)What in-service opportunities or outcomes have novice secondary STEM educators sought or been provided by their school districts to improve their Pedagogical Content Knowledge related to establishing equitable learning environments for students with disabilities? The findings indicated that novice secondary STEM educators demonstrated more limitations than strengths in their ability to create and implement equitable learning environments for their full-inclusion students with disabilities. These findings are concerning since roughly 4.752 million students with disabilities are receiving full inclusion services in at least one general education classroom a day, and these educators are reporting that they are not prepared to provide the necessary services and support (Status and Trends in the Education of Racial and Ethnic Groups, n.d.). These identified concerns were mainly due to the novice STEM educators' reduced pedagogical content knowledge and experience with the field of Special Education. Participants' concerns paralleled those found in the literature and covered differentiation of instruction, goal monitoring, accountability, rigor, and access to special education resources (Basham & Marino, 2013; Conderman & Johnston-Rodriguez, 2009; Kahn & Lewis, 2014; Theoharis, 2009). These concerns were exacerbated by the reduced opportunities afforded by novice secondary STEM educators' employers to strengthen their pedagogical knowledge. Furthermore, additional findings identified that discussions on the intersectionality of race and disability and race and gender were primarily absent from these educators' classrooms. The participants admitted to rarely ever encompassing these ideas when designing their lessons. By avoiding these intersections, these educators continued to promote the inequalities within their classrooms. Recommendations for policy and practices are addressed and emphasize the need for district leadership team and teacher preparation programs to provide instructional support and a more robust knowledge of best research-based special education practices. It is further recommended that state and federal legislators continue researching the achievement and outcomes of full-inclusion students with disabilities in general education classrooms.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 William Janshego

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