{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113796"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113796","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Special education teachers’ selection and use of instructional materials from teachers pay teachers for students with intellectual disability","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Snider, Julia Eve"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Dymond, Stacy K","Renzaglia, Adelle","Cromley, Jennifer","Mason, Erica"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:01Z","date_published":"2022-04-29T21:34:01Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Intellectual disability","Teachers Pay Teachers","Instructional Materials","Special Education Teachers"],"languages":["en","eng"],"rights":["Copyright 2021 Julia Snider"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113796","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dymond, Stacy K","Renzaglia, Adelle","Cromley, Jennifer","Mason, Erica"]},{"key":"dc:creator","label":"Author","values":["Snider, Julia Eve"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:01Z","2021-12","2021-08-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Intellectual disability","Teachers Pay Teachers","Instructional Materials","Special Education Teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Julia Snider"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113796"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Julia Snider, accepted the attached license on 2021-08-04 at 14:37.","The student, Julia Snider, submitted this Dissertation for approval on 2021-08-04 at 14:49.","This Dissertation was approved for publication on 2021-08-05 at 15:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17097 on 2022-04-06 at 17:08:31","Made available in DSpace on 2022-04-29T21:34:01Z (GMT). No. of bitstreams: 3 SNIDER-DISSERTATION-2021.pdf: 1294567 bytes, checksum: 785805114b1afb2d6b8052b9296d57e5 (MD5) LICENSE.txt: 4209 bytes, checksum: af28a6ee8907bd76725ec9a3da39237f (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: d405d0613cc53a496406d1d5b3e7c4a8 (MD5) Previous issue date: 2021-08-05","Effective instruction for students with intellectual disability (ID) requires thoughtful planning and careful selection of instructional materials. One of the most popular websites for educators is Teachers Pay Teachers (TPT), an online marketplace that allows users to buy or sell a range of instructional materials for use in the classroom. The purpose of this exploratory study was to examine how special education teachers select and use instructional materials from TPT with students with ID. Additionally, I examined the relation between special education teachers’ characteristics and self-efficacy ratings, and their use of and beliefs about TPT. This study utilized a cross-sectional survey design, and all participants completed a questionnaire about their selection and use of instructional materials from TPT. Study participants included 245 high school special education teachers of students with ID who downloaded at least one item from TPT during the 2020-2021 school year. Almost all participants considered the match between instructional materials and content taught when selecting items, and most made modifications after downloading. Cost also influenced teachers’ selection of instructional materials with most reporting that they paid for items without reimbursement. Teachers of students with profound support needs were found to be significantly more likely to consult the TPT website than those who did not work with students with profound support needs. Additionally, teachers with the highest self-efficacy scores were significantly more likely to have positive beliefs about TPT than teachers with lower scores. Possible explanations for these findings and implications for future research and practice are addressed."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Special education teachers’ selection and use of instructional materials from teachers pay teachers for students with intellectual disability"]}]}],"canonical_facts":{"dc:contributor":["Dymond, Stacy K","Renzaglia, Adelle","Cromley, Jennifer","Mason, Erica"],"dc:creator":["Snider, Julia Eve"],"dc:date":["2022-04-29T21:34:01Z","2021-12","2021-08-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Julia Snider, accepted the attached license on 2021-08-04 at 14:37.","The student, Julia Snider, submitted this Dissertation for approval on 2021-08-04 at 14:49.","This Dissertation was approved for publication on 2021-08-05 at 15:51.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17097 on 2022-04-06 at 17:08:31","Made available in DSpace on 2022-04-29T21:34:01Z (GMT). No. of bitstreams: 3 SNIDER-DISSERTATION-2021.pdf: 1294567 bytes, checksum: 785805114b1afb2d6b8052b9296d57e5 (MD5) LICENSE.txt: 4209 bytes, checksum: af28a6ee8907bd76725ec9a3da39237f (MD5) PROQUEST_LICENSE.txt: 4555 bytes, checksum: d405d0613cc53a496406d1d5b3e7c4a8 (MD5) Previous issue date: 2021-08-05","Effective instruction for students with intellectual disability (ID) requires thoughtful planning and careful selection of instructional materials. One of the most popular websites for educators is Teachers Pay Teachers (TPT), an online marketplace that allows users to buy or sell a range of instructional materials for use in the classroom. The purpose of this exploratory study was to examine how special education teachers select and use instructional materials from TPT with students with ID. Additionally, I examined the relation between special education teachers’ characteristics and self-efficacy ratings, and their use of and beliefs about TPT. This study utilized a cross-sectional survey design, and all participants completed a questionnaire about their selection and use of instructional materials from TPT. Study participants included 245 high school special education teachers of students with ID who downloaded at least one item from TPT during the 2020-2021 school year. Almost all participants considered the match between instructional materials and content taught when selecting items, and most made modifications after downloading. Cost also influenced teachers’ selection of instructional materials with most reporting that they paid for items without reimbursement. Teachers of students with profound support needs were found to be significantly more likely to consult the TPT website than those who did not work with students with profound support needs. Additionally, teachers with the highest self-efficacy scores were significantly more likely to have positive beliefs about TPT than teachers with lower scores. Possible explanations for these findings and implications for future research and practice are addressed."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113796"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Julia Snider"],"dc:subject":["Intellectual disability","Teachers Pay Teachers","Instructional Materials","Special Education Teachers"],"dc:title":["Special education teachers’ selection and use of instructional materials from teachers pay teachers for students with intellectual disability"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}