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ERIC Number: ED564881
Record Type: Non-Journal
Publication Date: 2013
Pages: 176
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-5671-2
Integration and Validation in Hybrid-Online Teacher Preparation: A Case Study of Persistence in a Native American Special Education Licensure Program
Patterson, Donna Rose
ProQuest LLC, Ed.D. Dissertation, University of Minnesota
This study explored persistence through the experience of professional studies students in a special education licensure program. The context of the study was a graduate level teacher preparation program delivered in a hybrid format of face-to-face and online learning environments. The goal of the program was to prepare teachers from a Native American perspective to work effectively with students with disabilities. The study focus was: the academic and social integration of students; the in- and out-of-class validating agents that fostered academic and interpersonal development; the perceived sense of preparedness to work Native American youth who are identified with a disability, and the bases of these perceptions; and differences between the Native American students and the non-Native students in their experience of integration, validation and preparedness. This study used qualitative methodology including program evaluation findings, individual interviews, a written survey, focus group and analysis of online postings. The participants in the study were 13 non-traditional graduate professional studies students. Results of this study suggested that both the online and the face-to-face learning environments contributed to academic and social integration. These integrating experiences were essential in creating a vibrant and supportive learning environment, and in supporting persistence. Validation was an important factor in developing a sense of belonging in the community, and in fostering self-efficacy as future special education teachers in diverse settings. Validating experiences came from both the face-to-face and online learning environments. Participants felt well-prepared to be a special education teacher in several skill areas: working with students and families, cultural awareness, ability to be a valued part of an effective team, and instructional strategies. Two areas of skills and knowledge were identified in which students did not feel well prepared: special education assessment and the paperwork associated with meeting the legal mandate of special education services. Differences between Native American and non-Native participants included the quality and quantity of giving and seeking support, reaction to challenges, and identified priorities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A