Congratulations to Tiffany K. Crockett who on Monday, February 23, 2026, successfully defended her dissertation.
The title of Tiffany’s dissertation is, "PERCEPTIONS OF NOVICE SPECIAL EDUCATION TEACHERS’ PREPARATION TO TEACH STUDENTS WITH AUTISM SPECTRUM DISORDER."
Overview of Problem: The increasing prevalence of autism spectrum disorder (ASD) in public elementary schools has intensified the demand for special education teachers who are adequately prepared to meet students’ complex academic, behavioral, and communication needs. Despite completing state-approved teacher preparation programs, many novice special education teachers report feeling underprepared to effectively instruct students with ASD, particularly as more students are educated in inclusive, in-district settings rather than out-of-district placements. Gaps between university coursework and classroom realities, limited exposure to evidence-based ASD practices, and insufficient early-career professional development contribute to challenges in teacher confidence, self-efficacy, and instructional effectiveness. Understanding how novice special education teachers perceive their preparation is essential for improving teacher preparation programs and supporting inclusive educational practices.
Research Purpose: The purpose of this interpretive qualitative study was to investigate the ways novice special education teachers receive and seek preparation for the unique challenges associated with instructing students diagnosed with autism spectrum disorder. Guided by Bandura’s self-efficacy theory, the study explored teachers’ perceptions of their pre-service preparation, early professional development experiences, and factors influencing their perceived preparedness and confidence when teaching students with ASD in elementary school settings.
Research Design: This study employed an interpretive qualitative research design to explore the lived experiences and perceptions of novice special education teachers. A qualitative approach was selected to allow for in-depth examination of participants’ meaning-making processes related to teacher preparation, professional learning, and classroom practice when instructing students with ASD.
Sample: The sample consisted of 11 novice special education teachers employed in schools across multiple school districts in New Jersey. Participants were within their first five years of teaching students with autism spectrum disorder.
Data Collection and Analysis: Data were collected through semi-structured individual interviews conducted via Zoom. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. An inductive coding process was used to identify patterns, categories, and themes related to teacher preparation, professional development, and perceived preparedness to teach students with ASD.
Findings/Results: Three major themes emerged from the data analysis: 1) Experiential and relational pathways to skill acquisition and knowledge, highlighting the importance of hands-on learning, mentoring, and collaboration; 2) Factors contributing to perceived preparedness or lack of preparedness, including field experiences, administrative support, and access to targeted professional development; and 3) Perceived level of professional development in instructing students with ASD, emphasizing inconsistencies in the relevance, depth, and timing of professional learning opportunities. Findings revealed persistent gaps between theoretical coursework and practical classroom application.
Conclusions/Implications: The study concludes that while novice special education teachers value their pre-service preparation, many feel insufficiently prepared to meet the complex needs of students with ASD without sustained, targeted support. Implications suggest a need for teacher preparation programs to incorporate more authentic field experiences, explicit training in evidence-based ASD practices, and stronger university–district partnerships. Enhancing early-career professional development and mentoring structures may improve teacher self-efficacy, instructional effectiveness, and long-term retention in special education.
DISSERTATION COMMITTEE CHAIR(S):
Dr. Peter F. Troiano
DISSERTATION COMMITTEE MEMBER(S):
Dr. Leif Albright
Dr. Christopher C. Irving
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