서브메뉴
검색
Perceptions of the IEP Process Among Early Career Rural Special Educators: A Comparative Case Study
Perceptions of the IEP Process Among Early Career Rural Special Educators: A Comparative Case Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105647
- ISBN
- 9798270237356
- DDC
- 371
- 저자명
- Clark, Julie M.
- 서명/저자
- Perceptions of the IEP Process Among Early Career Rural Special Educators: A Comparative Case Study
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 231 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Wilkerson, Kimber L.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
- 초록/해제
- 요약Special educators acknowledge the Individualized Education Program (IEP) process as an essential yet complex and demanding aspect of their job. Many describe it as an overwhelming and time-consuming burden that shapes how they navigate their work. The demands are especially challenging for early career rural special educators who often manage higher caseloads with fewer supportive resources and who are at heightened risk of leaving the profession early in their careers. Despite how common this burdensome narrative is, little is known about how it is formed, enacted, and reproduced across situated and relational contexts. In this study, a Comparative Case Study (CCS) design guided the within- and cross-case analysis of nine early career rural special educators to examine their perceptions of the IEP process and the factors that shaped them. Using Actor Network Theory (ANT) and Situated Learning Theory (SLT) as conceptual lenses, I positioned the IEP process as a central actor within a dynamic network of human and nonhuman actors, situated in broader contextual and structural systems. This positioning illuminated the complex ways perceptions emerge from individual experiences, situated contexts, and relational and structural influences which was evident in how participants' perceptions were shaped by multiple interacting factors, either reinforcing burdensome narratives or supporting more constructive, confident perceptions of the IEP process. Given that the IEP process is widely recognized as a primary contributor to special educator attrition, it is essential for teacher educators, policymakers, and administrators to better understand its role in shaping special educators' perceptions and experiences-and to ensure that special educators begin their roles feeling capable and prepared for the realities of their work.
- 일반주제명
- Special education
- 일반주제명
- Educational evaluation
- 일반주제명
- Teacher education
- 기타저자
- The University of Wisconsin - Madison Special Education
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017360984
■00520260202105647
■006m o d
■007cr#unu||||||||
■020 ▼a9798270237356
■035 ▼a(MiAaPQ)AAI32401743
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aClark, Julie M.
■24510▼aPerceptions of the IEP Process Among Early Career Rural Special Educators: A Comparative Case Study
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a231 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Wilkerson, Kimber L.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2025.
■520 ▼aSpecial educators acknowledge the Individualized Education Program (IEP) process as an essential yet complex and demanding aspect of their job. Many describe it as an overwhelming and time-consuming burden that shapes how they navigate their work. The demands are especially challenging for early career rural special educators who often manage higher caseloads with fewer supportive resources and who are at heightened risk of leaving the profession early in their careers. Despite how common this burdensome narrative is, little is known about how it is formed, enacted, and reproduced across situated and relational contexts. In this study, a Comparative Case Study (CCS) design guided the within- and cross-case analysis of nine early career rural special educators to examine their perceptions of the IEP process and the factors that shaped them. Using Actor Network Theory (ANT) and Situated Learning Theory (SLT) as conceptual lenses, I positioned the IEP process as a central actor within a dynamic network of human and nonhuman actors, situated in broader contextual and structural systems. This positioning illuminated the complex ways perceptions emerge from individual experiences, situated contexts, and relational and structural influences which was evident in how participants' perceptions were shaped by multiple interacting factors, either reinforcing burdensome narratives or supporting more constructive, confident perceptions of the IEP process. Given that the IEP process is widely recognized as a primary contributor to special educator attrition, it is essential for teacher educators, policymakers, and administrators to better understand its role in shaping special educators' perceptions and experiences-and to ensure that special educators begin their roles feeling capable and prepared for the realities of their work.
■590 ▼aSchool code: 0262.
■650 4▼aSpecial education
■650 4▼aEducational evaluation
■650 4▼aTeacher education
■653 ▼aComparative Case Study
■653 ▼aEarly career special educators
■653 ▼aIndividualized Education Program
■653 ▼aRural special education
■653 ▼aSpecial educator attrition
■653 ▼aTeacher perceptions
■690 ▼a0529
■690 ▼a0530
■690 ▼a0443
■71020▼aThe University of Wisconsin - Madison▼bSpecial Education.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360984▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
