This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.

M.Ed. (Education) / Please refer to full text to view abstract

The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to develop a profile of Christian College physical education faculty members regarding their academic preparation, professional experience, and selected duties, as well as to identify important components of graduate preparation at the doctoral level for future faculty at these institutions. A survey instrument was selected from a review of previous research and adapted for use in this study. The revised instrument was divided into three parts; academic preparation, classroom teaching experience, and coaching and administrative duties. Institutions chosen for the study were selected from the Coalition of Christian Colleges and Universities. Seventy schools with physical education programs were identified. Department heads at these institutions identified 370 faculty members who met the criteria for participation in the study. Two hundred nineteen surveys were returned for a response rate of 58%. The presentation of the findings are presented in the following areas: the profile of faculty members in relation to their academic preparation, teaching experience and coaching and administrative duties; the perceptions of faculty in relation to teaching competence and value of graduate coursework; the faculty member's perceived competence in and importance of certain administrative skills in their current position; and the demographics of institutions represented in this study. Data indicated that faculty who taught in areas outside their graduate preparation perceived themselves as less competent than those with specific graduate coursework in that area. Approximately 28% of courses taught by faculty in this study were taught by faculty without graduate coursework in that area. A large percentage of faculty in the study who coached did so at the secondary level prior to coaching at the collegiate level. They also served as an assistant prior to becoming a college head coach. A majority of faculty (67%) served in some type of administrative capacity during their career. Faculty perceived themselves as more competent in specific administrative skills when they received graduate preparation in those areas. / Graduation date: 2006

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Educational legislation requires the implementation of a functional assessment for students with disabilities who engage in challenging behavior that could lead to a change in their educational placement (IDEA Amendments, 1997; IDEA, 1990; IDEA Improvement Act, 2004). Research has shown that teachers can implement functional assessments with intensive instruction and performance feedback, yet this training can be difficult to carry out in educational settings with limited resources to provide such supervision. In the health care field, video teleconferencing (VTC) is used to overcome specialist shortages and provide supervision. Such technology might be used to deliver training and performance feedback to teachers learning to assess challenging behavior, but few studies have reported the use of VTC in educational settings. The purpose of this study was to evaluate the use of performance feedback delivered via VTC on the acquisition and maintenance of functional analysis procedures by 6 teachers. Concurrent multiple baseline designs across teacher-student dyads with embedded multi-element designs were used to evaluate the effects of performance feedback delivered via VTC on the percentage of functional analysis procedures implemented correctly. Performance feedback via VTC was provided once per week over an average of 6 weeks until each teacher implemented the procedures of each functional analysis condition (i.e., escape, attention, and play) at 100% accuracy over three consecutive sessions. Results indicated that performance feedback delivered via VTC was effective to train the teachers to independently implement functional analysis conditions. These results were maintained at or near criterion performance four weeks following the termination of performance feedback for 4 teachers. Each teacher rated performance feedback delivered via VTC positively with respect to the training procedures and the outcomes of training. The results and limitations of this study, and relevant areas for future research are discussed. / text

Using a qualitative case study approach, the purpose of the study was to explore the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience, that is, to gain insights into the 'sense making' process in which preservice teachers engage as they learn to teach during this experience. In addition, the study examined the factors which enhance or constrain this constructive process. The data analysis was guided by two research questions: What is the nature of the practical knowledge about teaching constructed by physical education preservice teachers during their practicum experience?; and what factors influence (enhance or constrain) the development of this knowledge during the practicum experience? The study was situated within the everyday experiences of four physical education preservice teachers as they completed an extended (thirteen week) practicum in secondary school settings. The methods used to collect data were those associated with qualitative case studies. They included lesson observations, in-depth interviewing, video and stimulated recall sessions of lessons taught by the participants, and journal writing. Separate cases have been written for each of the four participants, while the final chapter discusses the substantive issues that have arisen from the study. There were a number of conclusions that emerged from the study. With regards to the nature of practical knowledge constructed by preservice teachers the findings include its thematic development, the dynamic transformation of 'knowing that' into 'knowing how', how practical knowledge was evident but rarely heard in the practice of preservice teachers, and the role of each participant's image of himself or herself as a physical educator. A number of factors were identified that enhanced or constrained this process. These factors include prior coaching experiences, the role of sponsor teachers, the impact of university faculty advisors, video and stimulated recall sessions, and the teaching of a second subject by each participant. The study concludes by outlining a number of implications for teacher education. First, it suggests that during their teacher education program preservice teachers need to be taught how to learn from experience and that sponsor teachers have a key role to play in this process. Second, that biography has a significant impact in directing what and how preservice teachers learn about teaching during a practicum and that preservice teachers must be encouraged to examine and look beyond their own experiences when learning how to teach.

The purpose of this study was to explore changes that occurred in physical education since the introduction of the New York State Standards in 1996 and ways teacher educators perceive related changes in both school and Physical Education Teacher Education (PETE) programs. With the release of State and National Standards (NASPE, 1995), associated educational reform, assessment, and accountability have become important in physical education. Semi-structured individual interviews were conducted with six participants considered experts in state standards. Cote, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the qualitative data. The results of the analysis yielded three categories: (a) reasoning behind standards, which included rationales, developments, and comparisons, (b) impacts of standards, which involved PE effects, PETE reactions, and negative responses, and (c) actions resulting from standards which focused on implementation, leadership, assessments and accountability, and forward directions. Relationships between the properties within each category produced four areas of greatest interest/importance: implementation, PE effects, rationales, and forward directions. The result of this study is a focused look at standards-based reforms in New York State upon which teachers, administrators, PETE professionals, and educational policy makers may reflect.

Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered. / School of Physical Education

This study consisted of qualitative interviews with eight recent graduates of doctoral programs in adult education from each of three different universities (a total of twenty-four respondents). The question that was addressed by this study is: "What are the shared beliefs and behaviors of those who have completed doctoral studies in adult education."The respondents to this study gave forceful support to the argument that adult education is a practice-oriented field. Their responses consistently focused around the practical. They were interested in research for the applications that it would give them for their practice. They were interested in teaching methods. They wanted to see fewer administrative and delivery barriers to adult education. They mentioned empowerment and application as purposes of adult education. In general, they viewed adult education as a field of practice that related directly to what they were doing to educate adults and they were really more interested in teaching methodologies and other practical information than in theoretical foundations. This orientation was reinforced by the overwhelming support for Malcolm Knowles as an author who has had a great influence on their development as adult educators. / Department of Educational Leadership