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首页> 外文学位 >KNOWLEDGE AND ATTITUDES OF GRADUATE STUDENTS IN EDUCATIONAL ADMINISTRATION AND SPECIAL EDUCATIONAL ADMINISTRATION TOWARD PLACEMENT OF HANDICAPPED STUDENTS.
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KNOWLEDGE AND ATTITUDES OF GRADUATE STUDENTS IN EDUCATIONAL ADMINISTRATION AND SPECIAL EDUCATIONAL ADMINISTRATION TOWARD PLACEMENT OF HANDICAPPED STUDENTS.

机译：研究生的教育管理和特殊教育管理的知识和态度。

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摘要

The purpose of this study was to determine and compare the knowledge and attitudes of graduate students enrolled in educational administration and special education administration with respect to the placement of handicapped students in the least restrictive environment. In addition, it attempted to identify demographic and personal variables which are associated with knowlege and positive attitudes toward the handicapped.;The most significant findings revealed that taking special education coursework had no significant relationship with either knowledge or attitudes; and the mainstreaming experience was negatively related to the knowledge of and attitudes toward the handicapped.;Further research is needed to determine whether there is need to renorm the RGEPS to reflect the changing attitudes and knowledge towards alternative placement of handicapped children in light of recent legislation such as PL 94-142 and that other factors such as class size, teacher morale and school building learning-teaching environments be examined concerning their relationship to the placement of pupils in the least restrictive environment.;Data were collected by using the Rucker-Gable Educational Programming Scale (RGEPS) and a Personal Questionnaire developed by the investigator to obtain status information on the subjects. Correlation analysis was used to determine the relationships between the demographic and personal variables with each sample group's mean knowledge and attitude scores on the RGEPS.;The subjects of this study were 32 graduate students enrolled in courses in educational administration and 37 graduate students enrolled in courses in special education administration.;The results of this study suggested that graduate students in both educational administration and special education administration had lower knowledge scores than the experts and that there were no statistically significant differences between the groups with respect to their knowledge of the handicapped as measured by the RGEPS. The attitudes of both groups were essentially as positive as those of the experts, and there were no statistically significant attitude differences between the groups. Furthermore, the variables which were associated with high knowledge and/or positive attitudes were: being female; parents' education; having a liberal arts major; experience as a special education administrator; regular education teaching experience; high school experience and age.
机译：这项研究的目的是确定和比较就教育程度最低的环境中残疾学生的安置情况而言，就读于教育行政管理和特殊教育行政管理的研究生的知识和态度。此外，它还试图确定与知识和对残障人士的积极态度有关的人口和个人变量。最重要的发现表明，接受特殊教育课程作业与知识或态度没有显着关系；主流研究经验与对残障儿童的知识和态度负相关。需要进行进一步的研究，以确定是否需要重新规范RGEPS，以根据最近的立法反映出对残障儿童替代性安置的态度和知识的变化例如PL 94-142，并检查其他因素，例如班级规模，教师的士气和学校建筑的学习教学环境，以了解其与限制最小的环境中学生的位置的关系。；使用Rucker-Gable收集数据教育计划量表（RGEPS）和调查员开发的个人问卷，以获取有关受试者的状态信息。相关分析用于确定人口统计学和个人变量与RGEPS上每个样本组的平均知识和态度得分之间的关​​系。该研究的对象为32名就读于教育管理专业的研究生和37名就读于课程的研究生研究结果表明，教育管理专业和特殊教育管理专业的研究生的知识得分均低于专家，并且各组之间关于残疾人知识的统计差异无统计学意义。由RGEPS测量。两组的态度基本上与专家一样积极，两组之间在统计学上没有明显的态度差异。此外，与高知识和/或积极态度相关的变量是：女性；父母的教育；拥有文科专业；有特殊教育行政人员的经验；有正规教育教学经验；高中经历和年龄。

著录项

  • 作者

    ARILOTTA, RICHARD S.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Special education.
  • 学位 Dr.Ed.
  • 年度 1985
  • 页码 139 p.
  • 总页数 139
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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