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A Study Of Teachers And Administrators Perceptions Of Public School Transition Practices
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Book Synopsis A Study of Teachers' and Administrators' Perceptions of Public School Transition Practices by : Lynette H. Bell
Download or read book A Study of Teachers' and Administrators' Perceptions of Public School Transition Practices written by Lynette H. Bell and published by . This book was released on 2010 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Administrators' and Teachers' Perceptions of the Effectiveness of Transition Programs for Students with Disabilities by : Anthony J. Serafini
Download or read book Administrators' and Teachers' Perceptions of the Effectiveness of Transition Programs for Students with Disabilities written by Anthony J. Serafini and published by . This book was released on 2018 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the perceptions of practicing high-school educators and administrators pertaining to the challenges associated with transition and the factors considered to be most effective in the transition process. Perceptual data were collected from 30 teachers and administrators working across five central Pennsylvania school districts through an online survey and in-depth interviews. An analysis was performed to determine notable similarities and differences across participants' perceptions. This study revealed that both teachers and administrators had similar perceptions in terms of effective transition practices, citing 16 specific areas of transition as having some level of importance. Respondents most strongly agreed that the availability of the high-school transition program would have greatest potential to impact the transition process. Furthermore, professionals taking part in the study indicated that (a) difficulty securing community-based work assignments, (b) educating parents, (c) accessing transportation, (d) competition from other schools, (e) difficulty designing programming and postsecondary goals for students with the most significant disabilities, and (f) access to appropriate coursework, were amongst the greatest challenges or barriers to the transition process.
Book Synopsis Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card by : Eileen Heather Reiter
Download or read book Administrators' and Teachers' Perceptions on the Development, Transition, and Implementation of the Standards-based Report Card written by Eileen Heather Reiter and published by . This book was released on 2019 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study was designed to examine the administrators' and teachers' perceptions of the implementation of the standards-based reporting system and the resulting impact on teachers' instructional practices. In addition, this study investigated the experiences of elementary school administrators and teachers from one public school district located in southeastern Pennsylvania as they transitioned from traditional grading practices to standards-based reporting. Since the district transitioned from a traditional grading system to a standards-based grading system at the elementary level, only teachers and administrators serving students in Kindergarten through grade five participated in the study. Two research questions guided this qualitative study. Twenty-four teachers and two administrators responded to a survey that contained four demographic questions, two four-point Likert scale questions, and four open-ended questions distributed through Google Forms, an electronic survey tool. In addition, five elementary teachers and two administrators participated in a researcher-created interview comprised of separate questions for administrators and teachers. Results indicated that there were differences between the traditional grading system and standards-based grading system. These differences included (a) the types of information included in grades, (b) the impact on student instruction, and (c) the validity of the grades. Based on the findings, implementing the standards-based grading system was necessary, despite the challenges in scoring, consistency, and communication. Furthermore, most of the teachers and administrators believed that the standards-based grading system was the logical and necessary next step in aligning state standards.
Book Synopsis A Study of Teachers' Perceptions of School-level Factors Affecting Transition Services by : Kurt Charles Lazaroff
Download or read book A Study of Teachers' Perceptions of School-level Factors Affecting Transition Services written by Kurt Charles Lazaroff and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore teacher perceptions of providing transition services to high school students with special needs and to understand the variables that act as facilitators or barriers to providing those services. A qualitative research method was used to understand the perceptions of school personnel of transition services in their school with the goal of understanding contextual variables affecting those services. The conceptual framework for this study combined two known models of school-level phenomenon: School capacity-a model of components of implementing school program reform, and the Taxonomy of Transition- a model of transition elements and activities. The sample of participants included special educators, general education teachers, and school counselors from two high schools in two different school districts: one rural and the other in a small urban area. Data were collected from each participant via one-on-one private interviews. Coding of transcribed interviews was conducted by matching participants' comments and phrases to the themes of school capacity and transition. Thematic matrices were constructed to identify associations between school capacity components and transition activities. Themes and associations were tabulated to demonstrate relative levels of association between school capacity and transition activities. Five major themes are recognized from this study. The implications of these findings for future practice and research are discussed."--Abstract from author supplied metadata.
Book Synopsis Promoting a Successful Transition to Middle School by : Patrick Akos
Download or read book Promoting a Successful Transition to Middle School written by Patrick Akos and published by Routledge. This book was released on 2015-06-03 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: With detailed examples of best practices from middle schools across the country, this book features research-based strategies and suggestions for transition programs. It covers the roles of school principals, counselors, classroom teachers, and the central office.
Book Synopsis Secondary Special Education Teachers' Perceptions of the Postsecondary Transition Process by : Christine M. Campbell
Download or read book Secondary Special Education Teachers' Perceptions of the Postsecondary Transition Process written by Christine M. Campbell and published by . This book was released on 2020 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine the perceptions of school district high school special educators on the practices and services used in preparing students with disabilities for postsecondary institutions in Pennsylvania. Specifically, this study focused on the purpose of a transition plan, the most effective components of a transition plan, and the impact of an educators' preparation had on the fulfillment of the transition planning process. The researcher studied the results of 28 secondary special education teacher participants from six school districts in Pennsylvania. Participants were provided with an online survey comprised of Likert-scale and open-ended response questions. Additional feedback was elicited through individual interviews. The survey and interview questions were designed to elicit participant perceptions regarding the purpose and components of a transition plan and the participants' preparation on the transition process. the focus of this study. The findings of this study showed that secondary special education teachers had an understanding of the purpose of a transition plan consistent with federal regulations. Special education teachers believed that the individual students were key contributors and components to the development of an effective transition plan. The transition goals included within a plan were identified as essential to the planning process. Preservice preparation received by special education teachers was perceived as inadequate in relation to the fulfillment of the transition planning process. Special education teachers expressed the need to improve current training practices related to transition planning. These findings concurred with previous research and offer the need for further research related to the transition services provided to students with disabilities pursuing postsecondary opportunities.
Book Synopsis Transition to Adulthood by Young Adults in Special Education by : Roneka Watkins Muhammed
Download or read book Transition to Adulthood by Young Adults in Special Education written by Roneka Watkins Muhammed and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Disabled young people transitioning to adulthood are more likely experience chronic poverty, serial unemployment, poor lifespan health outcomes and endure lifetime dependence on social welfare. Over 500,000 children with special health care needs and learning disabilities transition to adulthood each year in the United States. 300,000 of the 1,000,000 disabled children in California, age 13 to 22, were registered as students in public schools in 2015. Special education teachers and School Nurses are intermediaries at the intersection between healthcare and education systems, both affecting the lifespan outcomes of this population. This cross-sectional, descriptive study sought to answer the research question: What are Special Education teachers’ perceptions about transitions to adulthood for special health and learning disabled students and what are their perceptions of the school nurse role in transition planning? A semi-structured interview tool was developed to collect data by in-person, audio recorded interviews from seven certified Special Education teachers with combined teaching experience of 157 years. The aim of this study was to explore Special Educators’ perceptions of barriers to successful post-school outcomes persistently experienced by transition-aged students and how school nurses impact this transition. Literature supported finding of teachers having a greater appreciation for school nurses for their knowledge as a clinical resource, than for the nurses’ clinical skills. Literature also supported results that teachers perceive School Nurses as outsiders unless presented in milieus as student advocates or in a central role providing school healthcare access for medically fragile students. Teachers did not recognize school nurses as necessary members of the students’ Individual Education Plan (IEP) nor transition team. The practice model suitable to address the five identified barrier themes developed from the study data analysis is The Whole School, Whole Community, Whole Child (WSCC) model developed by the Center for Disease Control. This model provisions targeted efforts to strengthen sustainable health, education, community agency and organization partnerships with supportive design of a coordinated comprehensive approach to improve educational attainment, improve healthy development and better prepare the students for life. The opportunity for the school nurse to expand their role as community liaisons utilizing the WSCC model is in line with the 2010 Institute of Medicine recommendation for nurses to “practice to the full extent of their education.” School Nurses can lead change and advance student health to improve post-school outcomes by initiating innovative transformation of the IEP transition plan to reflect WSCC components. Three study findings are actionable: Day Program Curriculum; Advocacy Utilization Support; Professional Development. Improvement of Day Program reform is the current work of the federally mandated audit teams of the California state Department of Rehabilitation. The WSCC enhances the effectiveness broadly used education models and supports succinct, whole-school, student focused transition planning initiatives that include school nurse consultation and input. Other vital WSCC components, professional development and team empowerment promote augmentation of education administrators’ knowledge of special education legislation and community support matrix resources, better equipping them to support teachers on the front lines, thereby improving parental and student support.
Book Synopsis The Transition to Kindergarten by : Robert C. Pianta
Download or read book The Transition to Kindergarten written by Robert C. Pianta and published by . This book was released on 1999 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..
Book Synopsis Transitions to School by : Sue Dockett
Download or read book Transitions to School written by Sue Dockett and published by UNSW Press. This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delivers a comprehensive coverage of local and overseas research on transition to school.
Book Synopsis A Collaborative Approach to Transition Planning for Students with Disabilities by : JoAnn M. Rae
Download or read book A Collaborative Approach to Transition Planning for Students with Disabilities written by JoAnn M. Rae and published by Routledge. This book was released on 2019-11-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Collaborative Approach to Transition Planning for Students With Disabilities is designed to inform aspiring special education teachers, special education teams, transition planning specialists, and school administrators about the complex process of transition planning and to meet the transition requirements of special education legislation. Dr. JoAnn M. Rae has been in the field of special education for 34 years, in service as a special education teacher, special education administrator, teacher certification supervisor, and college faculty. In this text, she outlines a framework for transition planning specially designed to advance each student's involvement and participation in planning for their post-school lives, in the presence of the most severe sensory and intellectual disabilities and also in the case of each disability category under the Individuals with Disabilities Education Act. Unique scenarios not typically seen in other textbooks, such as Individualized Education Plan team disagreements, students with terminal illnesses, students with ill or overworked parents, or students living in poverty, are also explored. The text also includes: Descriptions of research-based practices to maximize students' self-determination, autonomy, goal setting, and ability to have successful life experiences, Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter, Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration, Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews, A Collaborative Approach to Transition Planning for Students With Disabilities reflects the universal challenges that teachers, families and, finally, the students themselves face as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal. Book jacket.
Book Synopsis Transitions to School - International Research, Policy and Practice by : Bob Perry
Download or read book Transitions to School - International Research, Policy and Practice written by Bob Perry and published by Springer Science & Business Media. This book was released on 2013-11-04 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an important compilation and synthesis of current work in transition to school research. The book focuses strongly on the theoretical underpinnings of research in transition to school. It outlines key theoretical positions and connects those to the implications for policy and practice, thereby challenging readers to re-conceptualize their understandings, expectations and perceptions of transition to school. The exploration of this range of theoretical perspectives and the application of these to a wide range of research and research contexts makes this book an important and innovative contribution to the scholarship of transition to school research. A substantial part of the book is devoted to detailed examples of transition to school practice. These chapters provide innovative examples of evidence-based practice and contribute in turn, to practice-based evidence. The book is also devoted to considering policy issues and implications related to the transition to school. It records a genuine, collaborative effort to bring together a range of perspectives into a Transition to School Position Statement that will inform ongoing research, practice and policy. The collaborative, research, policy and practice based development of this position statement represents a world-first.
Book Synopsis Spaces of Inclusion? by : Genevieve Siegel-Hawley
Download or read book Spaces of Inclusion? written by Genevieve Siegel-Hawley and published by . This book was released on 2012 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: American demographics are shifting, most notably among the student population (G. Orfield, 2009). The proportion of white student enrollment has steadily decreased since the 1960s, from approximately 80% of students to 56% today (G. Orfield, 2009). In the South and the West--two of the most populous regions in the country--schools report nonwhite majorities (G. Orfield, 2009). This growing diversity brings new opportunities and challenges for educators seeking to create healthy, inclusive learning environments in the 21st century. A generation ago Congress passed legislation, known as the Emergency School Aid Act, to help train teachers and administrators to adapt school practices and build community support for newly desegregated schools (G. Orfield, 2007; 1978). Evaluations of the legislation provided evidence of its success (G. Orfield, 2007), but few subsequent comprehensive policy efforts have been focused on understanding issues that confront diverse schools. Now, as districts experience racial transition, teachers and administrators with little training for diversity must make daily choices on matters like outreach to families and communities, school discipline and addressing the academic needs of racially diverse students (Sleeter, 2007; Frankenberg & Siegel-Hawley, 2008). These varied decisions work together to structure students' schooling experience. As such, it is increasingly vital to grasp how differing levels of student diversity and stability are associated with factors that promote inclusive educational environments. This report seeks to build on individuals' contemporary understanding of these issues by exploring relationships between school racial and socioeconomic contexts and teachers' perceptions of positive school community indicators. The authors' examine the following research questions in the study: (1) How do teachers perceive the fairness of internal school structures and procedures across different school contexts?; (2) How do teachers in schools of differing student racial and socioeconomic composition and stability perceive their relationship with school communities and families?; (3) How do teachers view student interracial outcomes in different racial and socioeconomic contexts, as well as in schools with varying levels of racial stability?; and (4) Do teacher perceptions of internal and external school community indicators vary by race?; The authors find that the racial diversity and stability of schools is significantly related to the way teachers view many features associated with inclusive school environments. Schools with high percentages of underrepresented students of color and low income students are perceived by teachers of all races as less likely to have family and community support. By contrast, teachers in diverse schools with a white student majority, along with teachers in stably diverse learning environments, report more positive student relations and school-community relationships. The authors also probe whether white and nonwhite teachers view factors related to the health of their school community in different ways. Nonwhite teachers in this sample are more likely than white teachers to perceive significant issues of discrimination on several key internal dimensions, including perceptions of racially disparate discipline practices and assignments to special education tracks. Heightened sensitivity to these critical elements could potentially push schools to reexamine their practices and shift policies towards more equitable communities, underscoring the importance of increasing the share of nonwhite teachers in the school systems. Further study of the way other key education stakeholders--parents, students, and community members--interpret these external and internal school dynamics is much needed. Still, the findings from this report have important implications for federal, state and local policymakers committed to fostering healthy school-community relationships, training teachers for racially diverse classrooms and designing student assignment policies to promote stable, healthy and diverse school settings. The first section of this paper describes the scope of the literature regarding the elements of inclusive school communities. It also explores the extent to which research documents the relationship between inclusivity and student body diversity. The authors then turn to a description of their findings, discussing both internal and external factors associated with inclusive educational environments. They close with a consideration of the implications of these findings for policy and practice. A bibliography is included. Additional tables are appended. (Contains 42 tables and 14 footnotes.).
Book Synopsis Perspectives on Transitions in Schooling and Instructional Practice by : Susan E. Elliott-Johns
Download or read book Perspectives on Transitions in Schooling and Instructional Practice written by Susan E. Elliott-Johns and published by University of Toronto Press. This book was released on 2013-01-01 with total page 553 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perspectives on Transitions in Schooling and Instructional Practice examines student transitions between major levels of schooling, teacher transitions in instructional practice, and the intersection of these two significant themes in education research. Twenty-six leading international experts offer meaningful insights on current pedagogical practices, obstacles to effective transitions, and proven strategies for stakeholders involved in supporting students in transition. The book is divided into four sections, representing the four main transitions in formal schooling: Early Years (Home, Pre-school, and Kindergarten) to Early Elementary (Grades 13); Early Elementary to Late Elementary (Grades 48); Late Elementary to Secondary (Grades 912); and Secondary to Post-Secondary (College and University). A coda draws together over-arching themes from throughout the text to provide recommendations and a visual model that captures their interactions. Combining theoretical approaches with practical examples of school-based initiatives, this book will appeal to those involved in supporting either the student experience (both academically and emotionally) or teacher professional learning and growth.
Author :Management Association, Information Resources Publisher :IGI Global ISBN 13 :166843671X Total Pages :1090 pages Book Rating :4.6/5 (684 download)
Book Synopsis Research Anthology on Inclusive Practices for Educators and Administrators in Special Education by : Management Association, Information Resources
Download or read book Research Anthology on Inclusive Practices for Educators and Administrators in Special Education written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-09-24 with total page 1090 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.
Book Synopsis An Exploratory Study of Current Transition Practices by : Joan Kay Blaska
Download or read book An Exploratory Study of Current Transition Practices written by Joan Kay Blaska and published by . This book was released on 1989 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Alternative School Teachers and Administrators about the Impact of the No Child Left Behind Act by : Carla Glover Queenan
Download or read book Perceptions of Alternative School Teachers and Administrators about the Impact of the No Child Left Behind Act written by Carla Glover Queenan and published by . This book was released on 2010 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Use of Recommended Transition Education Practices and Perceptions of Administrative Support by : Karen S. Little
Download or read book The Use of Recommended Transition Education Practices and Perceptions of Administrative Support written by Karen S. Little and published by . This book was released on 2012 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
