Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 96-105). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 96-105). Also available on the Internet.

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 169-178). Also available via the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 98-100). Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Terry Ackerman; submitted to the Dept. of Educational Research Methodology. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 62-72).

Thesis (Ph. D.)--University of California, Riverside, 2010. / Includes abstract. Title from first page of PDF file (viewed May 24, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.

D.Ed. (Educational Management) / The rendering and implementation of a suitable school curriculum for the educable intellectually handicapped pupil poses a problem on the micro level of circulating, and a managerial problem to both the teacher and the headmaster or managerial team of the special school. In the research in question, a literature study was undertaken, systematic reflection was done, a questionnaire was compiled, and practical experience as headmaster of a special school for whites in the Transvaal was implemented, to be able to: provide pedagogically founded curriculum guidelines for the teacher and the headmaster or managerial team as curriculators on the micro level and to design managerial structures and identify and describe managerial approaches, managerial styles or leadership styles and areas of management, with a view to supporting and realising curriculum implementation on the micro level...

M.Ed. (Educational Management) / In this study, conflict as a management task is placed in the context OT special education and more specifically in the context of the special school. Special education makes provision Tor pupils who have an intellectual disability. They repeatedly find that they have an intellectual shortcoming and a handicap in this area. These pupils are usually pupils with a contrasting lifestyle and experience. a different emotional life and different social adjustment. In spite of their intellectual shortcomings, the intellectually retarded pupils are persons who are able, and who should shoulder responsibility. Such responsibilities must not be hampered by conflict; therefore provision must be made for the handling of conflict in the special school where these pupils are educated. This study endeavours to identity the areas that have such conflict potential. Problems experienced with regard to the pupil the parent the teacher and the principal were investigated and guidelines are proposed which can serve as an aid in the handling of conflict to ensure that intellectually retarded pupils develop their Tull potential in the unfolding of their personalities. Adequate educational management is OT great value For pupils in special schools in order to limit conflict to the minimum. The situation necessitates the management of conflict by means of a team effort initiated by the principal. The principal should be able to inspire and motivate his staff in order to cultivate a positive attitude amongst them. A positive and harmonious relationship between the principal and his staff will lead to an open and healthy educational climate with stimulating working conditions. Such a positive attitude will be transferred by the teacher to the pupil and this will eventually determine the Quality of the education and teaching.

With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study indicate that actual supervision practices of teachers do not represent the best practices found in the literature. The study found that each of the seven executive functions of supervision (orientation, planning, scheduling, delegating, training/coaching, monitoring/feedback, and managing the workplace) need additional attention from school districts in order to maximize paraeducator effectiveness.

For students with severe and multiple disabilities who generally need support after high school culminates, the post-secondary transition is a critical time period in which transition professionals and parents/guardians must come together to plan for the child’s future. Researchers from the National Secondary Transition Technical Assistance Center (NSTTAC) have identified secondary transition evidence-based practices (EBPs) that transition professionals can use to help students with severe and multiple disabilities develop critical skills that will enable them to be as successful as possible after high school. The present study utilized a mixed methods design to examine knowledge and implementation of secondary transition EBPs among transition professionals, including special education teachers and transition specialists. In the quantitative component of the study, a broad group of transition professionals who worked with students with severe and multiple disabilities reported on their levels of experience, professional development and training, university preparation, self-efficacy, and knowledge and implementation of transition EBPs. In the qualitative component of the study, semi-structured interviews were conducted among a smaller subset of special education teachers of students with severe and multiple disabilities to further understand their experiences and practices related to secondary transition EBPs and perceived barriers. Results of the quantitative component of the study revealed significant associations among professionals’ reports of self-efficacy and professional development and training, and their knowledge and implementation of transition EBPs. Findings from the qualitative component of the study revealed that special education teachers reported numerous responsibilities in their work with students with severe and multiple disabilities. Additionally, the following barriers were cited to implementing transition EBPs: priority given to academics, legal requirements, and lack of knowledge of transition and the adult service system. Together, both components of the study underscored the importance of continued work on this relatively under-studied population of students, those with severe and multiple disabilities, who are in need of effective post-secondary transition practices to improve their post-school outcomes.