{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/17830"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/17830","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Teacher Efficacy in Incorporating Culturally Responsive and High-Leverage Instructional Practices for Students with Disabilities","abstract":"General and special education teachers are tasked with providing specially designed instruction (SDI) for students with disabilities (SWDs) and instruction in the general education curriculum. SDI is adapting the curricular content, methods, and delivery of instruction for SWDs to meet academic goals and ensure progress in the general education curriculum (TEA, 2022). Current data indicate that many SWDs are not meeting proficiency standards and are not making progress in the general curriculum based on state assessment scores (NCES, 2023). However, most of the school day is spent in the general education classroom. Current trends in public education also reflect increasing numbers of SWDs, who are more culturally and linguistically diverse than ever. In response to the increased diversity in public schools, the need for culturally relevant teaching has evolved from a focus on relevance to culturally sustaining practices and pedagogy, aiming to foster and affirm students’ cultural identities and improve their learning outcomes (Paris, 2012). The Council for Exceptional Children (CEC) identified a list of high-leverage instructional practices (HLP) that are necessary and effective in addressing the needs of SWDs (McLeskey, 2017). This research study examined teachers’ perceived efficacy in their knowledge and understanding of high-leverage and culturally responsive instructional practices and explored how teachers’ self-efficacy influences their instructional delivery. A survey design was used to provide a quantitative description of participants’ perceived efficacy in implementing HLP 16, implementing explicit instruction, and HLP 20, providing intensive instruction.","abstract_html":"General and special education teachers are tasked with providing specially designed instruction (SDI) for students with disabilities (SWDs) and instruction in the general education curriculum. SDI is adapting the curricular content, methods, and delivery of instruction for SWDs to meet academic goals and ensure progress in the general education curriculum (TEA, 2022). Current data indicate that many SWDs are not meeting proficiency standards and are not making progress in the general curriculum based on state assessment scores (NCES, 2023). However, most of the school day is spent in the general education classroom. Current trends in public education also reflect increasing numbers of SWDs, who are more culturally and linguistically diverse than ever. In response to the increased diversity in public schools, the need for culturally relevant teaching has evolved from a focus on relevance to culturally sustaining practices and pedagogy, aiming to foster and affirm students’ cultural identities and improve their learning outcomes (Paris, 2012). The Council for Exceptional Children (CEC) identified a list of high-leverage instructional practices (HLP) that are necessary and effective in addressing the needs of SWDs (McLeskey, 2017). This research study examined teachers’ perceived efficacy in their knowledge and understanding of high-leverage and culturally responsive instructional practices and explored how teachers’ self-efficacy influences their instructional delivery. A survey design was used to provide a quantitative description of participants’ perceived efficacy in implementing HLP 16, implementing explicit instruction, and HLP 20, providing intensive instruction.","abstract_has_math":false,"creators":["Roberts, Marilyn Barr"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":[],"advisors":["Myers, Aimee","Keeley, Randa"],"committee_chairs":[],"committee_members":["Peterson-Ahmad, Maria"],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T05:04:55Z","subjects":["Education, Special","Intensive instruction","Teacher self-efficacy","Explicit instruction"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/17830","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Myers, Aimee","Keeley, Randa"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Peterson-Ahmad, Maria"]},{"key":"dc:creator","label":"Author","values":["Roberts, Marilyn Barr"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-05-11T17:31:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2026-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special","Intensive instruction","Teacher self-efficacy","Explicit instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/17830"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["General and special education teachers are tasked with providing specially designed instruction (SDI) for students with disabilities (SWDs) and instruction in the general education curriculum. SDI is adapting the curricular content, methods, and delivery of instruction for SWDs to meet academic goals and ensure progress in the general education curriculum (TEA, 2022). Current data indicate that many SWDs are not meeting proficiency standards and are not making progress in the general curriculum based on state assessment scores (NCES, 2023). However, most of the school day is spent in the general education classroom. Current trends in public education also reflect increasing numbers of SWDs, who are more culturally and linguistically diverse than ever. In response to the increased diversity in public schools, the need for culturally relevant teaching has evolved from a focus on relevance to culturally sustaining practices and pedagogy, aiming to foster and affirm students’ cultural identities and improve their learning outcomes (Paris, 2012). The Council for Exceptional Children (CEC) identified a list of high-leverage instructional practices (HLP) that are necessary and effective in addressing the needs of SWDs (McLeskey, 2017). This research study examined teachers’ perceived efficacy in their knowledge and understanding of high-leverage and culturally responsive instructional practices and explored how teachers’ self-efficacy influences their instructional delivery. A survey design was used to provide a quantitative description of participants’ perceived efficacy in implementing HLP 16, implementing explicit instruction, and HLP 20, providing intensive instruction."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teacher Efficacy in Incorporating Culturally Responsive and High-Leverage Instructional Practices for Students with Disabilities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Myers, Aimee","Keeley, Randa"],"dc:contributor.committeemember":["Peterson-Ahmad, Maria"],"dc:creator":["Roberts, Marilyn Barr"],"dc:date.accessioned":["2026-05-11T17:31:18Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["General and special education teachers are tasked with providing specially designed instruction (SDI) for students with disabilities (SWDs) and instruction in the general education curriculum. SDI is adapting the curricular content, methods, and delivery of instruction for SWDs to meet academic goals and ensure progress in the general education curriculum (TEA, 2022). Current data indicate that many SWDs are not meeting proficiency standards and are not making progress in the general curriculum based on state assessment scores (NCES, 2023). However, most of the school day is spent in the general education classroom. Current trends in public education also reflect increasing numbers of SWDs, who are more culturally and linguistically diverse than ever. In response to the increased diversity in public schools, the need for culturally relevant teaching has evolved from a focus on relevance to culturally sustaining practices and pedagogy, aiming to foster and affirm students’ cultural identities and improve their learning outcomes (Paris, 2012). The Council for Exceptional Children (CEC) identified a list of high-leverage instructional practices (HLP) that are necessary and effective in addressing the needs of SWDs (McLeskey, 2017). This research study examined teachers’ perceived efficacy in their knowledge and understanding of high-leverage and culturally responsive instructional practices and explored how teachers’ self-efficacy influences their instructional delivery. 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