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Regular-Classroom Teachers' Attitudes Toward Mainstreaming Handicapped Students: A Study Of The Stated Attitude And Its Relation To Selected Variables And Acceptance Behaviors, Alice Crayton Alexander

Theses, Dissertations and Capstones

The purpose of this study were to (1) investigate the attitude and acceptance behaviors of the regular-classroom teachers toward the present movement of educating handicapped students in the regular classroom, and (2) to investigate selected variables that may affect the attitude and acceptance behaviors, in order to have the findings of the study serve as one basis for future curriculum planning in teacher education programs as well as for in-service program development for local education systems.

The stated attitude data was collected from the responses of 187 regular-classroom teachers and student interns to the questionnaire, A Survey of Teachers’ Opinions …

Faculty Development Among Organized Faculties In U.S. Colleges And Universities, Roma Lynn Gay Adkins

Theses, Dissertations and Capstones

Higher education has experienced limitations on resources, both human and material, through financial exigency and declining enrollments (28:1). Faculty mobility has declined, and the previously employed method of improving an institution’s faculty through the employment of new talent to stimulate growth and development is no longer possible. Thus, updating, revitalizing, and improving the quality of instructional and curricular endeavors was deemed as a problem for today’s colleges and universities (6:16). The ever tightening job market and leveling off of student enrollments have yielded reduced faculty mobility and resulted in faculty members entrenched in university positions. Simerly attributed continuously growing numbers …

The Importance And Performance Of Superintendents' Job Functions As Perceived By Board Members And Superintendents, Patricia Simms Harrison

Theses, Dissertations and Capstones

The functions of the superintendency are crucial to the organization and administration of a public school system. Yet, despite the importance of this position, objective and systematic procedures and processes concerning the identification and evaluation of superintendents’ job functions are seldom employed. The result has been “wide-spread dissatisfaction with superintendents’ evaluation and performance appraisal programs by both superintendents and boards.” Casual, unspecified evaluations of superintendents lead to the development of misunderstandings between school boards and superintendents and interfere with “the efficient conversion of board policy into school system practice.”