Please note: this collection is no longer updated. Visit our Theses and Dissertations Collection in VERSO for all U of I ETD since 2012.
ETD RECORD
Voices from the field on effective intervention practices :how early childhood special educators receive, respond to and apply information and experiences
Citation
Allen, David W.. (2009). Voices from the field on effective intervention practices :how early childhood special educators receive, respond to and apply information and experiences. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_15.html
- Title:
- Voices from the field on effective intervention practices :how early childhood special educators receive, respond to and apply information and experiences
- Author:
- Allen, David W.
- Date:
- 2009
- Keywords:
- Special education teachers--Training of
- Program:
- Education
- Abstract:
- The phenomenon studied in this inquiry surrounds the perception of twenty-five early childhood teachers and early childhood special educators on effective practices and how they learned to employ those effective practices. The purpose of this grounded theory study was to discover the theory that explains how early childhood interventionists receive, respond to, and apply information and/or experiences to become effective in their intervention practices.;The in-depth analysis of the first seven interviews or the homogeneous group led to an initial understanding of the most critical and distinct themes and processes of an emerging theory that explains how interventionists receive, respond to, and apply information and experiences to become effective in practices with young children. Subsequent analysis of the 19 participants in the heterogeneous group both confirmed discoveries found in the homogeneous group as well as expanded further dimensions of the theory.;The data that were studied were primarily from transcribed interviews, but also included video-taped observations of actual intervention sessions. The processes for analysis included coding procedures, constant comparisons, theoretical sensitivity, constructing conditional matrices, and theoretical sampling.;This theory, Experiential Service Delivery Learning Model, explains how learning becomes significant for the interventionist learners as they (1) assess the total ecology, (2) reference their conceptual framework of therapeutic procedures and targets, (3) save and use knowledge from their experiences through a dipping and pooling process, and (4) craft and then test trial interventions that are potentially effective strategies. Institutional directives misaligned with best actual practices, along with misconceptions or biases can impact the learning and applying of best actual practices. This process acts as a filter. This is the Experiential Service Delivery Learning Model (ESDLM).;Implications for these discoveries may contribute to providing effective pre-professional training in higher education, professional development for working professionals, and the interventionists themselves.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, April 29, 2009.
- Major Professor:
- Roger Scott.
- Defense Date:
- April 29, 2009.
- Type:
- Text
- Format Original:
- xi, 201 leaves :col. ill. ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/