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Disability and Equity in Education Commons™
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- And Student Outcomes in K-8 Schools (2)
- Center for Research and Evaluation (2)
- Donna Braun (2)
- Principal Residency Network (2)
- Relationship Among Essential Leadership Preparation Practices and Leader (2)
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- Robert K. Gable (2)
- School (2)
- School of Education (2)
- Stacey L. Kite (2)
- The Alan Shawn Feinstein Graduate School Center for Research and Evaluation Johnson & Wales University (2)
- The Alan Shawn Feinstein Graduate School Johnson & Wales University (2)
- Building administrators (1)
- EMIS in IRAN (1)
- Georgia schools (1)
- IDEA (1)
- Implentation of a special education program (1)
- Individuals with Disabilities Education Act (1)
- Special education (1)
- Special education law (1)
- آموزش و پرورش ایران؛ مدیران نالایق؛ فقر امکانات آموزشی (1)
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Articles 1 - 6 of 6
Full-Text Articles in Disability and Equity in Education
!!! مدرسه ابوریحان, Sajjad Khaksari
!!! مدرسه ابوریحان, Sajjad Khaksari
SAJJAD KHAKSARI
داستان کوتاه «مدرسه ابوریحان» داستانی از واقعیت تلخ نظام آموزش و پرورش ایران است. تجربه ای میدانی از بحران فرهنگی اجتماعی که ریشه در اندیشه های متحجر مدیران این وزرات خانه دارد
Principals' Knowledge Of Idea And Their Implementation Of Special Education Services, Karen Smith Collins
Principals' Knowledge Of Idea And Their Implementation Of Special Education Services, Karen Smith Collins
Dissertations
This correlational study was designed to determine the relationship between the principals' knowledge of Individuals with Disabilities Education Act (IDEA) and their implementation of special education services, as well as to determine if there was a relationship between principals' knowledge of IDEA and their beliefs and practices; experience, training, and demographic characteristics. The respondents, principals in New Orleans area schools, were divided into three groups: charter, city/district, and state operated. Their knowledge of IDEA was measured using a survey instrument developed by Wakeman (2005) and Copenhagen (2005). It also included a small section on specific characteristics of the principals assigned …
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).
Making The Difference In High Poverty; High Achieving Urban Elementary Schools: Selected Principal's Perspectives, Penny Larsen
Making The Difference In High Poverty; High Achieving Urban Elementary Schools: Selected Principal's Perspectives, Penny Larsen
Dissertations
This study is a mixed-method design focusing on ten White and ten non-White elementary principals working in urban areas. The qualitative methodology uses interviews and observations to examine how principals conceptualize the student achievement gaps and through what practices do they attempt to remedy the condition. The quantitative data resulted from the Quick Discrimination Index and relied on descriptive statistics. The primary audience for this study includes PK-12 public school administrators, particularly those in urban high-diversity, high-achieving schools.
The investigation (1) examined cultural differences between White and non-White administrators and their student constituency in terms of ethnicity and language use, …
Perceptions And Knowledge Of Special Education Law Among Building Administrators In A Selected Georgia School District, Patricia Claire Grasso
Perceptions And Knowledge Of Special Education Law Among Building Administrators In A Selected Georgia School District, Patricia Claire Grasso
Dissertations
The Individuals with Disabilities Education Act (IDEA) has impacted every school district in the United States and significantly altered the role of administrators. Requirements for the administration and supervision of special education have developed exponentially since the enactment of Public Law 94- 142 and its reauthorization as the IDEA.
The purpose of this study was to compare the perceptions and knowledge of building administrators regarding special education law. The following research questions were developed to facilitate this study: (a) is there a difference in the level of knowledge about special education law among building administrators regarding the seven provisions of …