Evidence-Based and Makerspaced: Preservice Teachers’ Dispositions, Perceptions, and Preparedness to Teach Students with Emotional and Behavioral Disabilities

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Holland, A. (2021). Evidence-Based and Makerspaced: Preservice Teachers’ Dispositions, Perceptions, and Preparedness to Teach Students with Emotional and Behavioral Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this qualitative research project was to explore the perceptions, practices, and roles that a team of six (6) preservice teachers developed regarding make-based learning, which is informed by constructionism and teaching students with emotional and behavioral disabilities. Participants were students in a seminar course that involved weekly clinical visits to the makerspace inside a separate public school for students with exceptional emotional and behavioral needs. They also spent one afternoon per month designing and carrying out projects in a university makerspace. Data included written observation forms and written assignments, spoken narratives through individual interviews, and photographic evidence of the artifacts that participants created in the university makerspace. Three common themes emerged across participants: (1) making connects to social-emotional learning, which can benefit students with EBD; (2) time in school reserved for the makerspace should not be overshadowed by library visits or other activities; and (3) using evidence-based practices is not the only pathway to finding "what works"

Details
Author

Holland, Abby

Title

Evidence-Based and Makerspaced: Preservice Teachers’ Dispositions, Perceptions, and Preparedness to Teach Students with Emotional and Behavioral Disabilities

Physical Description

1 online resource (281 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this qualitative research project was to explore the perceptions, practices, and roles that a team of six (6) preservice teachers developed regarding make-based learning, which is informed by constructionism and teaching students with emotional and behavioral disabilities. Participants were students in a seminar course that involved weekly clinical visits to the makerspace inside a separate public school for students with exceptional emotional and behavioral needs. They also spent one afternoon per month designing and carrying out projects in a university makerspace. Data included written observation forms and written assignments, spoken narratives through individual interviews, and photographic evidence of the artifacts that participants created in the university makerspace. Three common themes emerged across participants: (1) making connects to social-emotional learning, which can benefit students with EBD; (2) time in school reserved for the makerspace should not be overshadowed by library visits or other activities; and (3) using evidence-based practices is not the only pathway to finding "what works"

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

Emotional and Behavioral Disability
Make-Based Learning
Makerspace
Special Education

Subject Area

Curriculum & Instruction

Advisor(s)

Coffey, Heather

Committee Members

Merriweather, Lisa
FitzPatrick, Erin
Moore, Abigail

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2021.

Rights Statement

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Holland_uncc_0694D_12796

Permalink

http://hdl.handle.net/20.500.13093/etd:2322