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Special education 'preparation gap': Perceptions of the western region special education advisers concerning Pennsylvania's Special Education Competencies for School Leaders.

机译：特殊教育“准备差距”：西部地区特殊教育顾问对宾夕法尼亚州学校领导者特殊教育能力的看法。

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摘要

This study determines the strengths and weaknesses of the Special Education Competencies for School Leaders framework as adopted by the Pennsylvania Department of Education. The perspectives of Special Education Advisers (individuals with significant experience in serving students with disabilities) are gathered through semi-structured interviews. This research was designed to (a) identify special education challenges facing school administrators from the viewpoint of special education advisers, (b) contribute to the overall understanding of what beliefs, knowledge, and skills are needed in the administration of special education, (c) determine the current strengths and weaknesses of the Special Education Competencies for School Leaders, and (d) develop recommendations for the improvement of principal preparation programs.;The sample for this study consisted of eight special education advisers from Pennsylvania's west region of the Division of Monitoring and Improvement, Bureau of Special Education. Prior to the formal study, the researcher piloted the interview protocol with four special education advisers outside of the formal participant pool. The individuals' feedback provided evidence of the protocol's reliability and validity. Following the success of the pilot study, the formal study was conducted and its data underwent descriptive analysis.;Results were analyzed to make recommendations for strengthening principal preparation and to help schools avoid costly litigation incurred by special education mistakes. The study offers ways to close the "preparation gap" in administrator schooling, a flaw most evident in the area of special education and one that has been highlighted by the high-stakes accountability movement.
机译：这项研究确定了宾夕法尼亚州教育部采用的“学校领导者特殊教育能力”框架的优缺点。通过半结构化访谈收集了特殊教育顾问（在为残疾学生提供服务方面有丰富经验的个人）的观点。这项研究旨在（a）从特殊教育顾问的角度确定学校管理者面临的特殊教育挑战；（b）有助于全面理解特殊教育管理中需要哪些信念，知识和技能，（c ）确定学校领导者特殊教育能力的当前优势和劣势，并（d）提出改进校长备考计划的建议。;本研究的样本由宾夕法尼亚州西部部门的八名特殊教育顾问组成特殊教育局监测与改进。在正式研究之前，研究人员在正式参与者库之外与四位特殊教育顾问一起对访谈协议进行了试验。个人的反馈为该协议的可靠性和有效性提供了证据。在试点研究成功之后，进行了正式研究，并对数据进行了描述性分析。分析结果以提出建议，以加强校长准备并帮助学校避免因特殊教育错误而造成的昂贵诉讼。这项研究提供了一些方法来弥合行政管理人员教育中的“准备差距”，这是特殊教育领域最明显的缺陷，高风险问责制运动也凸显了这一缺陷。

著录项

  • 作者

    Conner, Matthew Richard.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Education Leadership.;Education Special.;Education Administration.
  • 学位 D.Ed.
  • 年度 2012
  • 页码 141 p.
  • 总页数 141
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

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