Date of Conferral

8-14-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Chukwuemeka Eleweke

Abstract

The problem addressed through this study was that middle school special education math teachers’ use of quality-plus teaching strategies (QPTS) is not known at a large Georgia school district (GSD, a pseudonym). The purpose of this basic qualitative study was to explore middle school special education math teachers’ perceptions about using QPTS to improve standardized test scores for students with specific learning disabilities (SLD) at GSD. The study was grounded in Piaget’s theory of constructivism, which holds that knowledge is best gained through a process of action, reflection, construction, and the interaction of experiences and ideas. For this basic qualitative design, data were collected through 17 semistructured interviews with middle school math teachers at GSD. Inductive coding revealed three major themes: (a) improved performance in mathematics is perceived to be a characteristic of implementing QPTS; (b) implementation of QPTS was hindered by insufficient support and limited resources; and (c) QPTS were often misaligned with student needs, requiring modification by special education teachers. The findings of this study may contribute to positive social change by equipping special education teachers and educational leaders with insights to implement QPTS for students with disabilities more effectively. This will empower special educators to make more informed instructional choices. The results may inform pedagogical planning and targeted professional development, thereby enhancing instruction and improving mathematical achievement.

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