Principals' Qualifications in Special Education and Students with and at Risk for Disabilities' Reading Achievement Growth in Kindergarten

Autor/inn/en	Bettini, Elizabeth; Gurel, Sungur; Park, Yujeong; Leite, Walter; McLeskey, James
Titel	Principals' Qualifications in Special Education and Students with and at Risk for Disabilities' Reading Achievement Growth in Kindergarten
Quelle	In: Exceptionality, 27 (2019) 1, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leite, Walter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1351367
Schlagwörter	Principals; Administrator Qualifications; Special Education; At Risk Students; Disabilities; Reading Achievement; Kindergarten; Special Education Teachers; Regular and Special Education Relationship; Teacher Effectiveness; Reading Instruction; Leadership Training; Leadership Effectiveness; Longitudinal Studies; Surveys; Instructional Leadership; Teacher Administrator Relationship; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Leseleistung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseunterricht; Führungslehre; Führungseffizienz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals' qualifications in special education and in reading predicted struggling readers' and students with disabilities' reading achievement growth in kindergarten. We found no effects; principals' coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01