published_or_final_version / Education / Master / Master of Education

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This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past.

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The literature on middle level education addresses teaching and learning in great detail. While research on elementary and high schools consistently supports the importance of the school principal, the middle level principal is not readily addressed. Relatively little empirical evidence exists that addresses the career orientation of the middle level principal. Knowing the career orientation of middle level principals is important for principal-training programs, school corporations who hire middle level administrators, and educators who are contemplating or preparing for entry into the middle level principalship.This study examined the career orientation of Indiana middle level principals, grades six (6) through eight (8), during the 1998-1999 school year. The population consisted of 215 principals; 194 (90.2%) participated in the study. The purpose of the study was to determine the career orientation of practicing middle level principals by examining three strands: career aspirations, focusing on career path and career goals; professional preparation, focusing on licensing, educational background, and perceptions of preparedness; and job satisfaction, focusing on work preference and satisfaction. The demographic variables of age, gender, school size, experience as an assistant principal, years of professional experience, geographic location, highest degree earned, and employment of middle school constructs were considered in light of the three strands.Research questions examined four areas of the Indiana middle level principal's career orientation: the extent to which the individuals 1) aspired to be a middle level principal, 2) followed a career path that included middle level experience, 3) were prepared for the middle level principalship, and 4) were satisfied being a middle level principal.Findings of the study indicated that Indiana's middle level principals did aspire to the middle level principalship. Prior to their first middle level principalship, the career path for most middle level principals included middle level experience. Although middle level courses were part of most degree programs, most of the participants believed that preparation for middle level administration was not adequate. Finally, Indiana's middle level principals were satisfied with their work and most considered the middle level principalship to be their ultimate career goal.Recommendations for further study are included. / Department of Educational Leadership

Autism Spectrum Disorders (ASD) are being diagnosed at alarmingly high rates and school psychologists are charged with evaluating, identifying, and providing interventions for students with ASD in the United States’ public school systems. A national survey probed Nationally Certified School Psychologists (NCSP) to determine their level of knowledge in the area of autism assessment; the assessment methods, measures, and techniques they employed; their level of training; and their level of preparation and confidence. Results indicated training positively affected NCSPs knowledge about autism; their levels of involvement with students with autism; and their perceived levels of preparation to work with this population. Of the 662 participants, the majority accurately identified true and false statements about autism and the diagnostic features suggesting they had a clear understanding of how to diagnose autism. Participants with more training reported an increased level of involvement on multidisciplinary teams and an ability to diagnose autism when compared to those with less training. Brief rating scales were among the most commonly used instruments, while lengthier, more robust diagnostic instruments were among the least-often employed suggesting school psychologists are not trained or are too strapped for time and resources to use these instruments. Participants felt more prepared to provide consultation and assessment services and less prepared to provide interventions. More than half (57.5%) of participants reported they had formal training (completed formal course work or internship experience) in autism, but just over 40% had only informal training in the form of workshop or in-service attendance. The National Research Council (2001) stresses that workshops are not an appropriate substitute for effective training, supervision, and consultation, indicating too many of the nation’s school psychologists lack sufficient training in the area of autism. These data and previous research (i.e., Filipek et al., 1999; Ikeda, 2002; Spears, Tollefson, & Simpson, 2001) suggest school psychologists need more formal training and experience in meeting the needs of individuals identified with autism. / Department of Educational Psychology

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

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