A Study of Teachers' Perceptions of School-Level Factors Affecting Transition Services

Autor/in	Lazaroff, Kurt Charles
Titel	A Study of Teachers' Perceptions of School-Level Factors Affecting Transition Services
Quelle	(2013), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Greensboro
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-3738-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Transitional Programs; High School Students; Special Needs Students; Student Personnel Services; Student Personnel Workers; Program Implementation; Educational Change; Special Education Teachers; General Education; School Counselors; Rural Schools; Urban Schools; School Districts; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sonderpädagogischer Förderbedarf; Bildungsreform; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; School counselor; Beratungslehrer; Pädagogischer Berater; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; School district; Schulbezirk; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	The purpose of this study was to explore teacher perceptions of providing transition services to high school students with special needs and to understand the variables that act as facilitators or barriers to providing those services. A qualitative research method was used to understand the perceptions of school personnel of transition services in their school with the goal of understanding contextual variables affecting those services. The conceptual framework for this study combined two known models of school-level phenomenon: "School capacity"--a model of components of implementing school program reform, and the "Taxonomy of Transition"-- a model of transition elements and activities. The sample of participants included special educators, general education teachers, and school counselors from two high schools in two different school districts: one rural and the other in a small urban area. Data were collected from each participant via one-on-one private interviews. Coding of transcribed interviews was conducted by matching participants' comments and phrases to the themes of school capacity and transition. Thematic matrices were constructed to identify associations between school capacity components and transition activities. Themes and associations were tabulated to demonstrate relative levels of association between school capacity and transition activities. Five major themes are recognized from this study. The implications of these findings for future practice and research are discussed. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01