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 Collaboration of General and Spe...

Wysocki, Carrie D.

FindBook

Google Book

Amazon

博客來

The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study./
作者:	Wysocki, Carrie D.
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10145299
ISBN:	9781369008319

The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.
Wysocki, Carrie D.

The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study. - 232 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2016.

Based on a case study guided by grounded theory, this research sought to investigate and derive meaning from an exploration of the phenomenon of a program design process. The study was designed to address two primary research questions: first, how did faculty from both general and special education departments describe their experiences in a program merging design process; and secondly, what challenges did the faculty encounter during the program design process? Data collected included: program documents, meeting observations and in-depth interviews with the six faculty members of the case study. Three faculty members from a separate university were also interviewed to provide a contrast of the data to examine their experiences within a merged teacher education program, thus providing a comparison in the research. Five major findings emerged from this study, including the following: there was a collectively shared guiding vision for the team; collaboration as a key factor in the process; a sense of community and connectedness appeared to strengthen the process. Faculty buy-in and organizational structures of the program merger were recognized as challenges to the design process. Also, availability of time and resources were additional challenges the team faced. The study provides recommendations to college of education faculty and administration engaging in program merger design; to faculty engaged in leading the process as well as to faculty in general and special education interested in program reform.

ISBN: 9781369008319Subjects--Topical Terms:

2191387
Education policy.

The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.
LDR:02453nmm a2200289 4500 001 2115706
005 20170331102622.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781369008319
035 $a (MiAaPQ)AAI10145299
035 $a AAI10145299
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wysocki, Carrie D. $3 3277378
245 1 4 $a The Collaboration of General and Special Education in a Teacher Preparation Program Design: A Case Study.
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Laurie Katz.
502 $a Thesis (Ph.D.)--The Ohio State University, 2016.
520 $a Based on a case study guided by grounded theory, this research sought to investigate and derive meaning from an exploration of the phenomenon of a program design process. The study was designed to address two primary research questions: first, how did faculty from both general and special education departments describe their experiences in a program merging design process; and secondly, what challenges did the faculty encounter during the program design process? Data collected included: program documents, meeting observations and in-depth interviews with the six faculty members of the case study. Three faculty members from a separate university were also interviewed to provide a contrast of the data to examine their experiences within a merged teacher education program, thus providing a comparison in the research. Five major findings emerged from this study, including the following: there was a collectively shared guiding vision for the team; collaboration as a key factor in the process; a sense of community and connectedness appeared to strengthen the process. Faculty buy-in and organizational structures of the program merger were recognized as challenges to the design process. Also, availability of time and resources were additional challenges the team faced. The study provides recommendations to college of education faculty and administration engaging in program merger design; to faculty engaged in leading the process as well as to faculty in general and special education interested in program reform.
590 $a School code: 0168.
650 4 $a Education policy. $3 2191387
650 4 $a Educational leadership. $3 529436
650 4 $a Education. $3 516579
690 $a 0458
690 $a 0449
690 $a 0515
710 2 $a The Ohio State University. $b Teaching and Learning. $3 1678727
773 0 $t Dissertation Abstracts International $g 78-06A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10145299