Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Kate Ascetta
Abstract
This dissertation explores the use and perception of High Leverage Practices (HLPs) among general and special education teachers within educational settings. Utilizing a concurrent mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to examine how HLP knowledge and use by educators. This dissertation investigates the knowledge and use of HLPs in inclusive settings through the following research questions:
1. What is the self-reported knowledge and use of HLPs by teachers?
2. What are the differences in self-reported knowledge and usage of HLPs in inclusive environments when comparing general education and special education teachers?
3. How do general education and special education teachers describe their experiences and practices of implementing HLPs in their classrooms?
4. How do general education and special education teachers perceive the value and challenges of using HLPs in their teaching environments?
5. How do the perceptions of HLPs differ for special and general educators when examining the qualitative interviews and quantitative survey data?
Key findings indicate that both teacher groups recognize the importance of HLPs and report moderate to high levels of familiarity and usage. However, discrepancies exist in daily implementation. Special education teachers report higher use of data-driven planning, likely influenced by the use of Individualized Education Programs (IEPs). In contrast, general education teachers often report encountering barriers such as large class sizes and insufficient collaborative planning time, which can impede consistent application of HLPs. These differences suggest a misalignment between what teachers understand about HLPs and the practical conditions that support their implementation. The differences also highlight challenges in translating preparation and training into equitable, inclusive classroom practices.
Implications of this research are significant for educational policymakers, teacher educators, and school administrators. Recommendations focus on enhancing teacher training programs and improving professional development offerings to better equip teachers with HLPs for inclusive settings. Additionally, fostering collaborative environments through Professional Learning Communities and refining educational policies are advised to support the practical implementation of HLPs to meet the diverse needs of all students more effectively.
Rights
© 2025, Jacqueline Ann Viotto
Recommended Citation
Viotto, J. A.(2025). Bridging the Gap: Implementation and Perception of High-Leverage Practices Among General and Special Educators. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8432