東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education./
作者:	Conard, Dustin T.
其他作者:	Boedeker, Ricky A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496932
ISBN:	9798516934216

Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education.
Conard, Dustin T.

Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 126 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ed.D.)--Saint Louis University, 2021.

This item must not be sold to any third party vendors.

This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: 1) Legal issues regarding Special Education students and services, 2) Characteristics of Special Education students 3) Acceptable modifications and/or accommodations for special education students, 4) Special education compliance procedures, 5) Classroom management strategies for special education setting, 6) Research based instructional strategies for special education setting, and 7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all students.

ISBN: 9798516934216Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Building Administration

Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education.
LDR:03150nmm a2200397 4500 001 2350630
005 20221020130401.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798516934216
035 $a (MiAaPQ)AAI28496932
035 $a AAI28496932
040 $a MiAaPQ $c MiAaPQ
100 1 $a Conard, Dustin T. $3 3690132
245 1 0 $a Building Administrator Perceptions of Preparedness and Self-Efficacy in Educational Leadership Specific to Special Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
500 $a Advisor: Wood, Jodi.
502 $a Thesis (Ed.D.)--Saint Louis University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This educational research investigation explores the perceptions of current building administrators relative to their initial preparation and certification programs. Using a mixed methods type survey tool, administrators identified the formalized capacities in which they attained knowledge and skill in: 1) Legal issues regarding Special Education students and services, 2) Characteristics of Special Education students 3) Acceptable modifications and/or accommodations for special education students, 4) Special education compliance procedures, 5) Classroom management strategies for special education setting, 6) Research based instructional strategies for special education setting, and 7) Knowledge of funding and allocations for special education programs. Participants of the investigation provided feedback regarding the essential skills necessary to provide an inclusive and equitable learning experience for all students, including those students with disabilities. Of the data collected, 61% of administrators reported they were unprepared, exiting their certification program, to effectively manage and facilitate a special education program. Additionally, most administrators received training, other than Legal issues related to Special Education, provided either by in-district professional, out-of-district professional development, or had no prior experience. Administrators were asked to identify their perception of self-efficacy in the areas previously stated. Recommendations resulting from this research are targeted at various audiences. The first recommendation is for the state department of education. The second recommendation is targeted to education preparation programs. The third recommendation is for school districts to support pre-service leaders' development of the skills to effectively and efficiently provide an equitable education to all students.
590 $a School code: 0193.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Special education. $3 516693
650 4 $a Higher education administration. $3 2122863
653 $a Building Administration
653 $a Certification
653 $a Educator Preparation
653 $a Leadership
653 $a Self-Efficacy
653 $a Special Education
690 $a 0449
690 $a 0514
690 $a 0529
690 $a 0446
700 1 0 $a Boedeker, Ricky A. $e joint author $3 3690133
700 1 0 $a Collins, Justin D. $e joint author $3 3690134
710 2 $a Saint Louis University. $b Educational Leadership. $3 2097872
773 0 $t Dissertations Abstracts International $g 83-01A.
790 $a 0193
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28496932