Award Date


Degree Type


Degree Name

Doctor of Education (EdD)


Special Education

First Committee Member

Kyle Higgins

Number of Pages



Three studies were conducted to investigate the use of alternative methods to provide instruction, advisement, and field-based supervision to preservice special education practicum students. Undergraduate and graduate students enrolled in a Resource Room Practicum course participated. The studies took place over a 16-week semester period; Sixty-seven students from the course participated in Study 1. This study involved the use of three instructional methods to provide instruction to the students (i.e., broadcast classroom, receiving ITV classroom, videotape lectures). Students' achievement, attendance, satisfaction, and evaluation of the instructor were analyzed. Results of this study indicated: (a) achievement was equal, (b) students attended class regardless of their instructional method, (c) students from the broadcast classroom were satisfied with their instructional method, (d) students receiving instruction via ITV were neutral with their instructional method, (e) students receiving instruction by means of videotape lectures were dissatisfied with their instructional method, and (f) students from the receiving ITV classroom and videotape lecture evaluated the instructor lower than students from the broadcast classroom; The same 67 students participated in Study 2 that dealt with the use of electronic mail (e-mail) to provide advisement to students. The instructor and students communicated via e-mail during the semester concerning assignments, grades, etc. The total number of communications were tallied and categories were determined. A student satisfaction survey was also completed. Results of Study 2 indicate: (a) students frequently used e-mail to communicate with the instructor, (b) students enjoyed using e-mail, and (c) students felt e-mail was as effective as the telephone and face-to-face meetings for communicating with the instructor; Five methods of field-based supervision (i.e., university supervision, cooperating teacher supervision, peer coaching, university supervision coupled with peer coaching, and cooperating teacher supervision coupled with peer coaching) were investigated in Study 3. Each student was observed four times throughout the semester and received verbal and written feedback. Students also completed a satisfaction survey. Results of the study showed: (a) students in all five methods increased their effective teaching behaviors, (b) students from four of the methods decreased their ineffective teaching behaviors, (c) students were satisfied with the method of supervision they received, and (d) students did not have a preference as to the method of supervision they would prefer to receive.


Advisement; Alternative; Alternative Instruction; Based; Education; Exploring; Field; Instruction; Methods; Preservice; Supervision

Controlled Subject

Teachers--Training of; Special education; Educational technology

File Format


File Size

6154.24 KB

Degree Grantor

University of Nevada, Las Vegas




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