• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >A case study: The challenges encountered by four high school special education teachers on the journey to become highly qualified in Georgia.
【24h】

A case study: The challenges encountered by four high school special education teachers on the journey to become highly qualified in Georgia.

机译：案例研究：四名中学特殊教育老师在成为佐治亚州高素质人才的过程中遇到的挑战。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this qualitative study was to illustrate the uniqueness of the ''highly qualified'' mandate for special education teachers. In order to be considered ''highly qualified'' special education teachers must have a bachelor's degree or higher, meet full state certification and demonstrate subject area knowledge for every core subject taught. ''Highly qualified'' is a term that is often questioned by educators. What constitutes a ''highly qualified'' special education teacher? Also, are qualified teachers really quality teachers, and what makes the ''highly qualified'' demand different for special education teachers? In addition, states are struggling to meet the demand for ''highly qualified'' special education teachers amidst a shortage of special education teachers. In order to understand the process established by states or districts to assist special education teachers to become highly qualified, this case study examined the various methods, strategies, and programs employed by four special education teachers on their journey to become highly qualified. The conceptual framework for this study is Merriam's (1998) use of theory that employs interlocking frames that will reveal themes and patterns. The data in this study were collected using interviews, questionnaires, review of literature and document analysis. The results described the impact the highly qualified definition had on four special education teachers who teach core subjects. An inductive analysis of the data collected suggested relationships and patterns in the responses of the participants. All participants expressed the desire to receive more communication and financial assistance from the county or state on assisting them to meet the highly qualified demand of the NCLB Act. There were also strong opinions as to the competency of school officials designated to answer any questions or provide guidance regarding the law's requirement. There were substantive recommendations to improve the dissemination of information and to provide assistance to educators on the journey to become highly qualified. Additionally, the study's data and information gathered were reflective of only four teachers from one high school in Georgia. Therefore, readers of this study must make decisions regarding the generalizability to another school, district, or state.
机译：这项定性研究的目的是说明特殊教育教师“高素质”任务的独特性。为了被认为是“高素质”的特殊教育教师，必须具有学士学位或更高学历，获得全州认证，并证明所教授的每个核心学科的学科领域知识。 “高素质”是一个经常被教育工作者质疑的术语。什么是“高素质”特殊教育老师？另外，合格的老师真的是真正的合格老师吗？对于特殊教育老师来说，“高素质”需求有何不同？此外，在特殊教育教师短缺的情况下，各州正努力满足对“高素质”特殊教育教师的需求。为了了解各州或地区建立的帮助特殊教育教师获得高水平资格的过程，本案例研究考察了四位特殊教育教师在获得高水平资格的过程中采用的各种方法，策略和计划。这项研究的概念框架是Merriam（1998）对理论的运用，该理论采用了互锁的框架来揭示主题和模式。本研究中的数据是通过访谈，问卷调查，文献综述和文献分析收集的。结果描述了高质量的定义对教授核心课程的四名特殊教育老师的影响。对收集的数据进行归纳分析，表明参与者的反应中存在关系和模式。所有参与者均表示希望从县或州获得更多的沟通和财务援助，以协助他们满足NCLB法案的高度合格要求。对于被指定回答任何问题或就法律要求提供指导的学校官员的能力也有强烈的意见。提出了实质性建议，以改善信息的传播，并为教育工作者提供帮助，帮助他们取得高素质。此外，这项研究的数据和信息仅反映了佐治亚州一所中学的四名教师。因此，本研究的读者必须做出关于是否可以推广到另一所学校，地区或州的决定。

著录项

  • 作者

    Saunders, Loretta J.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Administration.; Education Special.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 117 p.
  • 总页数 117
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;特殊教育;教师;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号