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

The leadership role in transitioning...

McDonald, Ginni E.

FindBook

Google Book

Amazon

博客來

The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study./
作者:	McDonald, Ginni E.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558395
ISBN:	9781303028335

The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study.
McDonald, Ginni E.

The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study. - 126 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--University of Arkansas, 2013.

This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students with disabilities, the actual studies for the leadership role in transitioning to co-teaching are fewer. This phenomenological case study explores the leadership role in effectively transitioning an urban high school from a traditional service delivery of special education services to a larger continuum of services, specifically co-teaching for students with disabilities. Participants included secondary general education teachers, special education teachers, and administrators for interviews with semi-structured questions. An open-response questionnaire was distributed to senior students in a co-teaching course. The interpretation and analysis of the findings include the discussion of the complexity of the leadership role and the barriers or obstacles that exist as a transition occurs to a co-teaching model of service delivery model for students with disabilities in a secondary school.

ISBN: 9781303028335Subjects--Topical Terms:

1035576
Education, Leadership.

The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study.
LDR:03006nam a2200301 4500 001 1962795
005 20140819100647.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303028335
035 $a (MiAaPQ)AAI3558395
035 $a AAI3558395
040 $a MiAaPQ $c MiAaPQ
100 1 $a McDonald, Ginni E. $3 2098912
245 1 4 $a The leadership role in transitioning an urban secondary school from a traditional service delivery model to a co-teaching service delivery model for students with disabilities: A phenomenological case study.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Carleton R. Holt.
502 $a Thesis (Ed.D.)--University of Arkansas, 2013.
520 $a This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students with disabilities, the actual studies for the leadership role in transitioning to co-teaching are fewer. This phenomenological case study explores the leadership role in effectively transitioning an urban high school from a traditional service delivery of special education services to a larger continuum of services, specifically co-teaching for students with disabilities. Participants included secondary general education teachers, special education teachers, and administrators for interviews with semi-structured questions. An open-response questionnaire was distributed to senior students in a co-teaching course. The interpretation and analysis of the findings include the discussion of the complexity of the leadership role and the barriers or obstacles that exist as a transition occurs to a co-teaching model of service delivery model for students with disabilities in a secondary school.
520 $a The obstacles or barriers that emerge from such a transition can derail the attempt to implement co-teaching as a service delivery model for students with disabilities. The findings of this phenomenological case study offer school leaders an informative roadmap by which to navigate through these potential obstacles or barriers. These findings are an addition to the available literature and contribute by informing educators of the experiences of school personnel and students as this urban secondary school transitioned to co-teaching as a service delivery model for students with disabilities. These experiences and findings should be extrapolated to support other educators as they begin to make this transition.
590 $a School code: 0011.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Special. $3 606639
690 $a 0449
690 $a 0533
690 $a 0529
710 2 $a University of Arkansas. $b Educational Leadership. $3 2097757
773 0 $t Dissertation Abstracts International $g 74-08A(E).
790 $a 0011
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3558395