Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 314-330). Available also in a digital version from Dissertation Abstracts.

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.

Employment data were collected from personnel files of 43 teachers of students with serious emotional disturbances from a large suburban school district. The 43 records were sorted into groups by level of college education and type of teaching endorsement. The groups were then compared for differences in duration of employment and summative evaluation scores on the Texas Teacher Appraisal System using a non-parametric one-way analysis of variance. At a .05 probability level, no significant differences were found between groups.

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Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 242 p. Vita. Includes abstract. Includes bibliographical references (p. 207-220).

No description available.

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This study explored general and special education teacher satisfaction with special education teacher roles in collaborative teams, whose objective was to include children with disabilities, and the evolutionary stage of the teams according to the integrated model of group development. Thirteen out of 21 targeted teams qualified for the sample. The Special Education Teacher-General Education Teacher Interaction Scale assessed general and special education teachers' perceptions of special education teachers' current and ideal roles (Cronbach's alpha internal reliability coefficients were .85 and .81). The Team Evolution Questionnaire measured the collaborative teams' developmental stage (Cronbach's alpha was .82). General education teachers were more satisfied with special education teachers' roles than the special education teachers were with themselves (p < .01). General education teachers had higher perceptions about how frequently special education teachers performed their roles than special education teachers themselves (p < .05). Qualitatively, both groups endorsed several collaborative roles as currently performed most frequently by the special education teachers. Compared to previous literature, these results indicate a shift of priority from noncollaborative to collaborative special education teacher roles. Since all 13 teams were categorized in the most highly evolved stage of group development, a direct comparison between teacher satisfaction and the group's stage of evolution was not possible. Implications of these findings are discussed.