Education Commons^™

Examining District Administrators’ Professional Development Decision-Making Processes Concerning New Special Education Teachers, Sarah J. Bacalia

Dissertations

New special education teachers face an abundance of challenges from day one that directly correlate to student outcomes (i.e. classroom management, instruction, curriculum, school culture and operations, test preparation and administration, state standards, parent relations, and interactions with other teachers). District administrators, (i.e. superintendents, assistant superintendents, curriculum and instruction directors, directors of student services, special education directors, and special education supervisors) play an important role in determining how to best use their districts' professional development time and resources to support new special education teachers as they work to continually improve student outcomes. Therefore, professional development should be a purposeful endeavor. …

General Education Teachers’ Attitudes About Inclusion, Larry D. Monje

Dissertations

This study uses Q Methodology and semi-structured interviews to examine general education teachers’ attitudes, beliefs and perceptions about inclusion of students with disabilities in their general education classrooms. As reported in the 38th Annual Report to Congress on the Implementation of the Individuals with Disabilities Act, 2016, 94.8% of students with disabilities are being educated in general education classrooms for some part of the school day (U.S. Department of Education, 2016). For this reason, it is important to understand general education teachers’ attitudes, beliefs and perceptions about the inclusion of students with disabilities.

In this study there were 50 Q …