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The principal's role in managing special education programs at the secondary level.

机译：校长在管理中学特殊教育计划中的作用。

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摘要

The purpose of this study is to identify the behaviors and beliefs of two high school principals, in a given school context, which are perceived by the principals and their staffs to influence staff attitudes toward special education.;The role of the principals is explored through two case studies. A discussion of the principals' beliefs and behaviors is presented, as well as a description of the school buildings and their respective surroundings to assist the reader in gaining a sense of each school.;The principals were selected based on the nomination of selected special education directors. These directors were asked to recommend principals they felt were exemplary in dealing with special education programs in their buildings. The use of exemplary principals allowed for a description of behaviors used by principals who are supportive of special education.;The data collection consisted of semi-structured interviews, limited observation, and a review of submitted documents. The participants interviewed were the principals, special education teachers, the special education department heads, and parents of students with disabilities. Observations of the principal and special education classrooms were conducted, as well as a review of the principals' job description, the school districts' administrative handbook for special education which contained policies and procedures, and at one site a recent evaluation of the principal.;Throughout the collection of data, an ongoing analysis was conducted. As data was obtained it was examined and categorized based on emerging trends. Upon completion of data collection an intensive data analysis was conducted. This process consisted of compressing and linking together the data, leading the investigator to reasonable conclusions based on a preponderance of the data.;The study found that the attitude of the principals toward special education was a key factor influencing their behavior. The organizational structure of these high schools prevented the principal from being involved in day-to-day activities of special education, but their symbolic behaviors sent a clear message that special education was important. In addition, the study found that the special education department chairperson was a key building leader for special education.
机译：这项研究的目的是在给定的学校环境中确定两名高中校长的行为和信念，校长及其员工认为这会影响员工对特殊教育的态度。两个案例研究。讨论了校长的信仰和行为，并描述了学校建筑物及其周围环境，以帮助读者了解每所学校。;根据选定特殊教育的提名来选择校长董事。这些董事被要求推荐校长，他们认为校长在处理其建筑物中的特殊教育计划方面堪称楷模。示范性校长的使用允许描述支持特殊教育的校长所使用的行为。数据收集包括半结构化访谈，有限观察和对提交文件的审查。受访的参与者包括校长，特殊教育老师，特殊教育部门负责人以及残障学生的父母。进行了对校长和特殊教育教室的观察，并审查了校长的职务说明，学区的特殊教育行政手册，其中包含政策和程序，并在一个地点对校长进行了近期评估。在整个数据收集过程中，进行了持续的分析。获得数据后，将根据新兴趋势对数据进行检查和分类。数据收集完成后，将进行深入的数据分析。该过程包括将数据压缩并链接在一起，从而使研究者基于大量数据得出合理的结论。研究发现，校长对特殊教育的态度是影响其行为的关键因素。这些高中的组织结构阻止了校长参与特殊教育的日常活动，但是他们的象征性行为发出了一个明确的信息，即特殊教育很重要。此外，研究发现，特殊教育部门的主席是特殊教育的关键建设负责人。

著录项

  • 作者

    Van Horn, George Perry.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Educational administration.;Special education.
  • 学位 Ed.D.
  • 年度 1989
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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