Education Commons^™

Response To Autism: An Assessment Of Services For Students With Autism In Kentucky's Public Schools, Leigh Anne Roden

Dissertations

The full implementation of school-based autism services has grown in importance over the past few decades. School systems are expected to provide high-quality educational services for students with autism spectrum disorders. Though several organizations provide recommendations for appropriate program components, Kentucky does not supply education agencies with a means of evaluating the current autism services offered within their districts and schools.

This descriptive study examined the current level of implementation of school-based autism services within an educational cooperative in Kentucky. The research was conducted to determine whether or not school districts are fully implementing essential program components as recommended by …

The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii

Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance

The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …

Factors Accounting For Variability In Superintendent Ratings Of Academic Preparation, Theodore J. Kowalski, Ila Phillip Young, Robert S. Mccord

Educational Leadership Faculty Publications

This study utilized findings from the 2010 decennial study of the school superintendent to determine the extent to which four predictor variables (courses, professor credibility, size [enrollment of employing school district], and gender) accounted for variability in superintendent overall ratings of their academic preparation. The standardized regression coefficients indicate that most of the variance accounted for in the linear equation was due to ratings of professor credibility and ratings of the perceived value of courses. Neither the institutional variable, school district size, nor the personal variable, gender, accounted for meaningful variance in the overall ratings. Recommendations are made for extending …

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

Essential Programs And Services Review: The Special Education Funding Model, Walter J. Harris Phd, Ida A. Batista

School Funding - Essential Programs and Services (EPS)

The purpose of this document is to review the special education funding component of the Essential Programs and Services funding model. This component was first implemented in 2005 -2006 and first reviewed in 2007-08. In order to establish a context for this second review, the sections below include an overview of special education and funding in the U.S. and in Maine.

The School Superintendent: Roles, Challenges, And Issues, Theodore J. Kowalski, C. Cryss Brunner

Educational Leadership Faculty Publications

The purposes of this chapter are to detail the development of the office of school superintendent, to examine issues of gender and race, to identify contemporary issues affecting practice, and to identify future research topics. The first two sections provide historical perspectives summarizing how the position has evolved over the past 150 years at three different levels-state, intermediate district, and local district. A discussion of the position's history produces five role conceptualizations; having evolved over the past 150 years, these characterizations provide a mosaic of contemporary expectations. Next, considerable attention is given to the causes and implications of race and …

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Department of Educational Administration: Dissertations, Theses, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …

Special Education, Poverty, And The Limits Of Private Enforcement, Eloise Pasachoff

Georgetown Law Faculty Publications and Other Works

This Article examines the appropriate balance between public and private enforcement of statutes seeking to distribute resources or social services to a socioeconomically diverse set of beneficiaries through a case study of the federal special education law, the Individuals with Disabilities Education Act (IDEA). It focuses particularly on the extent to which the Act’s enforcement regime sufficiently enforces the law for the poor. The Article responds to the frequent contention that private enforcement of statutory regimes is necessary to compensate for the shortcomings of public enforcement. Public enforcement, the story goes, is inefficient and relies on underfunded, captured, or impotent …