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The present study is concerned with selected factors that may strongly influence classroom teachers to refer young children for possible placement in special classes when the children are functioning near the borderline for placement on the basis of intelligence test scores. Particular attention was given to the contribution of student attributes (i.e., sex, ethnic background, socioeconomic status, and classroom behavior) and teacher attributes (i.e., age, sex, ethnic background and teaching experience) to the referral patterns of teachers. Also considered were the size of school enrollment, school locale, and interactions among student, teacher, and school variables. It was concluded that the teachers in the population studied responded to the case histories on the basis of certain selective biases. However, the relationship of these biases to referral decisions was less obvious and considerably more complex than has been suggested previously in the professional literature. At the same time, the presence of any bias in the referral process seemingly warrants careful consideration and points to the -need for greater emphasis in pre-service and in-service training programs upon the objective evaluation of students as an integral part of educational planning.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 150-159). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-123). Also available for download via the World Wide Web; free to University of Oregon users.

One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001). / Department of Special Education

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Rosemary Tannock. Includes bibliographical references.

Thesis (Ph.D.(Educational Psychology))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-137). Also available for download via the World Wide Web; free to University of Oregon users.

The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being adequately prepared for responsibilities associated with teaching students with E/BD. The low variances associated with the grouping variable, career decisions did not explain a significant amount of variance in perceived levels of preparedness with regards to implementation of various program components and instructional activities. Hence, teacher qualifications and perceptions did not play a significant role in career decisions made by teachers of students with E/BD. In addition, findings reveal the need for all future teachers regardless of their certification to take specialized courses in special education to ensure that all teachers understand the unique characteristics and needs of students with E/BD. Respondents recommended that all pre-service teachers would benefit from actual hands-on training through structured field experiences and practicum.

The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined by the Council for Exceptional Children. Invitations to participate in the study were disseminated to a randomized selection of members within the Council for Children with Behavioral Disorders. Respondents (N = 199) included teachers (n = 128) and related service personnel (n = 71) who directly and indirectly work with students with emotional and behavioral disorders throughout the United States. A rank order list of the most important knowledge and skills to teachers with regard to demographic characteristics (i.e., types of communities, educational settings, or years of experience) was developed. Additionally, a rank order list was developed to determine which knowledge and skills related service personnel felt should be most important to teachers. Level of agreement was determined between teachers and related service personnel and variances among the rank order lists were examined. Results of the study revealed statistically significant variances in the rank order of knowledge and skills among educational settings of teachers (i.e., self-contained, resource, and general education/inclusion) across the standard of Learning Environments and Social Interactions. Rank orders in two knowledge and skills (i.e., assistive technology and structure) were significant. When rank order was compared between teachers and related service personnel, level of agreement was low within the standards of assessment (58%) and collaboration (63%).