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Special education teachers' personal time and money /Tewalt, Brandon J. January 2009 (has links)
Thesis (M.S.)--University of Wisconsin -- La Crosse, 2009. / Includes bibliographical references (leaves 52-60)
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Perceptions of importance of diagnostic competencies among educational diagnosticiansCavin, Lisa Lyle. Combes, Bertina H., January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.
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AN EVALUATIVE STUDY OF TEACHER ATTITUDES TOWARD SPECIAL EDUCATION PREPARATION PROGRAMSMeredith, Mary Elizabeth, 1924- January 1970 (has links)
No description available.
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Voices from the field on effective intervention practices : how early childhood special educators receive, respond to, and apply information and experiences /Allen, David W. January 1900 (has links)
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.
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Special education instruction for secondary students with learning disabilities : Current instructional practice and teacher preparation /MacDonald, Teresa M. January 2008 (has links)
Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3295555."
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A study of middle school teacher preparation prior to integrating exception education students in the Madison Metropolitan School DistrictJanuary 1978 (has links)
Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 61-62).
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A study of transition skills for special education teachers in secondary settingsCote, Dorence J. 23 July 1991 (has links)
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
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Teachers who make a difference : a narrative inquiry into three teachers' professional journeys into special education and their conception of special education in Hong Kong /Chiu Ching, Rosa Tak Lan, January 2005 (has links)
Thesis (Ed. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 297-312).
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Teacher stress and professional development in special schools under education reform 2000 in Hong KongFok, Chun-wing, Daniel. January 2008 (has links)
Thesis (Ed. D.)--University of Hong Kong, 2008. / Also available in print.
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Preschool teaching experience and special education support systems a survey of western Pennsylvania /Sterling, Stephanie A. January 1999 (has links)
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).
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