The Special Educators Problem Solving Approaches Survey: Toward Measurement of Special Educator Adaptive Expertise

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-16 - Various Approaches to Reflecting on, Measuring, and Sharing Teacher Identities

Abstract

This mixed methods research sought validity evidence for a novel measure of special educator adaptive expertise. Participants (N = 162) completed the Special Educators Problem Solving Approaches Survey online, then a purposive sample representing score profile variability (N = 8) responded to semi-structured interview questions. Exploratory factor analysis revealed a two-factor structure comprising Adaptive Tendencies (18 items; alpha .90) and Routine Tendencies (4 items; alpha .73) subscales. Score profiles identified whether special educators were more adaptive- or routine-oriented in their problem solving approaches based on the strength of and balance between subscale scores. Narrative data supported survey-based perspectives and guided nuanced interpretation of survey results. The SEPSAS has utility as a tool to inform professional growth and measure teacher quality.

Author

• Serra De Arment, Virginia Commonwealth University