Thesis (M.S.)--University of Wisconsin -- La Crosse, 2009. / Includes bibliographical references (leaves 52-60)

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

No description available.

Thesis (Ph. D., Education)--University of Idaho, April 29, 2009. / Major professor: Roger Scott. Includes bibliographical references (leaves 146-164). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3295555."

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 61-62).

The recent focus on transition from school to working life has created a growing concern in Oregon about teachers with elementary certification as their initial certification who earn a special education certificate and teach students with disabilities in secondary settings. Thus, the purpose of this study was to investigate the relationship among initial certifications (elementary, secondary, and K-12), where Oregon high school special education teachers received the major part of their transition skills training, and their self-perceived needs for further transition skills training. The population for the study consisted of 213 secondary special education teachers of students with mild disabilities from throughout Oregon. The instrument was a survey-type questionnaire that included 14 transition skill competencies for teachers. Subjects were first asked where they received the major part of their training in each of the transition competency skills. Next, they were asked to rate their self-perceived needs for further training in each of the transition skills. The instrument design was validated through a Delphi procedure. Data were collected during the spring of 1987 and the fall of 1988. No significant statistical relationships were found between initial certification and where teachers received the major part of their transition skills training, or their self-perceived needs for further training. However, three major implications became apparent from the data. First, decisions regarding coursework could be examined at the preservice level. Next, opportunities for preservice teachers to participate in team decision-making activities should be examined. Lastly, personnel inservice preparation programs at the district level should be examined to ensure that transition skill competencies for teachers are included. Recommendations included follow-up studies to find out if the size of school, type and level of endorsement, major and minor fields of study and years of teaching may have an effect on transition skills training of secondary teachers. / Graduation date: 1992

Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 297-312).

Thesis (Ed. D.)--University of Hong Kong, 2008. / Also available in print.

Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains iii, 30 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-30).