Kimberly K. Floyd

Long after we expected in-person classes to return to pre-pandemic conditions, we (3 faculty members and an undergraduate student) continued to note anecdotal differences in how students approached learning following campus closures due to COVID-19. The aim of this study was to determine whether our perceptions were valid by analyzing the content of 552 undergraduate students’ written responses to prompts about their expectations for teaching and learning. The first author collected the data on the first day of face-to-face special education teacher preparation and related courses between 2016 and 2023 at a land-grant university in the U.S. Appalachian region. Using a manifest qualitative content analysis approach, we first unitized these responses into 1,670 discrete semantic units. Next, we developed a coding system that resulted in labeling four mutually exclusive categories of responses related to student engagement, learning outcomes, work-life balance, and instructor support. Following qualitative descriptions of these categories and subcategories, we conducted quantitative comparisons of patterns of pre- and post-pandemic responding. Results revealed significant changes in student priorities, with greater emphasis on passive engagement, personal growth, and professional knowledge alongside a reduced focus on academic effort and grades. Notably, expectations for personal support from instructors increased significantly. We discuss the implications of these findings for rural institutions and instructors.

Engaging in qualitative research can reveal experiences and perceptions that help improve the lives of students with disabilities and those who support them. In this article, we address the critical need for qualitative research in rural special education. Drawing on foundational literature, we highlight the importance of rigor and reflexivity in qualitative approaches while cautioning researchers against applying generic strategies without consideration of the unique contexts of rural education. We describe six qualitative tasks, including three qualitative tools that could be used in all research designs and three qualitative research methods. We include exemplars to illustrate how researchers have applied each task in rural special education research.

Hiring and retaining qualified special education teachers (SETs) in rural areas is an ongoing challenge. We disseminated an electronic national survey to learn about the preservice preparation of current and former rural SETs and their preferences for receiving in-service professional development (PD) and support. A total of 314 current or former rural SETs across 26 U.S. states completed the survey. Results show statistically significant differences in perceived preparation between SETs who completed a preservice educator preparation program (EPP) with clinical experiences, compared with those who held a provisional/emergency license when initially hired. Nonetheless, both groups highlight a desire to receive ongoing, in-service PD and administrative support. Recommendations for supporting SETs in rural school districts are offered.

Chronic special education teacher (SET) shortages are a national concern and particularly problematic in rural school districts. That is, rural districts face challenges when it comes to hiring and retaining qualified SETs. To understand the contributing factors related to retention and attrition, it is essential to gain insight from rural SETs first-hand. The purpose of this study was to listen to and learn from current and former rural SETs and gain insight on their needs and how they believe retention can be improved in geographically isolated areas. Including the voices of current rural SETs and those who chose to leave their position shed light on the benefits of being employed in rural areas while bringing attention to current issues that need to be addressed to improve SET retention. Using a qualitative descriptive research design, we analyzed open-ended survey responses from 185 U.S. participants. In all, a total of six themes and 11 subthemes emerged. Findings highlight the needs of rural SETs, and corresponding recommendations for administrators and school leaders in rural communities are offered.

The effects of mental health challenges in the United States are growing and affect both Grades P–12 special education teachers and faculty at institutions of higher education (IHE). Educators struggle with compassion fatigue and associated burnout. With educators leaving the field for a plethora of reasons, it is vital to examine factors that support those who remain in education. Thus, we analyzed factors that support the retention of educators at both levels of instruction. In a qualitative analysis of data from survey respondents ( N = 200), we examined the resiliency and endurance of practicing rural P–12 special educators and faculty at IHEs. Results from inductive content analysis indicate that factors leading to persistence in education begin with educators finding meaning in their teaching. Educators who demonstrate career endurance have a strong sense of self-efficacy in their teaching abilities, receive emotional benefits from their students, and have quality opportunities to mentor and collaborate with others. By contrast, some educators indicate burnout is a key factor for leaving the field, and reported reasons include low pay, paperwork, poor work/life balance, lack of respect, and the mental health of themselves and their students. Based on these findings, we offer recommendations for research and practice.

Web-based instruction is not a new phenomenon. There are 15–20 years of research and literature to support the effectiveness of web-based instruction. The purpose of this article is to synthesize the research in this field in order to determine which factors are critical to the success of web-based instruction. We created a toolkit to assist instructors in creating web-based instruction. First, we attest that one must be aware of web-based students’ performance. Second, social presence should be established through discussion forums and collaborative activities. Third, teacher presence should be moderated. Fourth, web-based courses should base course content in project-based learning activities. Fifth, a web-based instructor must provide optimal feedback. Empirical evidence is cited to support each of the five “tools.”