Educator Perspectives of Special Service Implementation in a Rural School System

Autor/in	Picone, John
Titel	Educator Perspectives of Special Service Implementation in a Rural School System
Quelle	(2010), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-5081-2
Schlagwörter	Hochschulschrift; Dissertation; Elementary Secondary Education; Program Effectiveness; Educational Environment; Program Development; Special Education; Teaching Methods; Rural Schools; Educational Opportunities; Program Implementation; Interviews; Content Analysis; Observation; Performance Factors; Special Education Teachers; Related Services (Special Education); Accessibility (for Disabled); Educational Attainment; Teacher Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsangebot; Bildungschance; Interviewing; Interviewtechnik; Inhaltsanalyse; Beobachtung; Leistungsindikator; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Accessibility; Zugänglichkeit; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Elternverhalten
Abstract	In many rural school districts in a midwestern U.S. state, special education service implementation conflicts with initiatives to improve and maintain an effective school-wide educational environment. The purpose of this qualitative case study was to investigate how differences in levels of teacher training in special education affected the perceptions that district educators held regarding the implementation of special services. The conceptual framework focused on the interactions between the school-wide learning environment and teacher training. Key research questions addressed the impact of differences in the level of special education training on educator perceptions of the role of special education in the learning environment. Methods of data collection were records review, interviews, and direct observation of 25 certified teachers chosen purposefully from the K-12 public school system. Data were analyzed using an open coding approach and revealed that a difference in level of special education training did exist but had less impact on educator perception formation than existing environmental factors such as educator interaction and behavior systems. One conclusion was that relationships among teachers were a stronger factor in perception formation than level of teacher training. Results of this study indicated that changes to the school-wide learning environment should be made by strengthening connections among educational stakeholders. It is recommended that the blending of special education services and the learning environment be accomplished through collaborative problem solving and program development. Positive social change could be affected through building connections among professionals and the acceptance of special education programs. Improved cooperation between professional educators could result in more equitable educational opportunities for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10