خط مشی دسترسیدرباره ما
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Record identifier : 569870
Personal Name - Primary Intelectual Responsibility : Bublitz, Daniel F
Title and statement of responsibility : Special education teachers' attitudes, knowledge, and decision-making about high-stakes testing accommodations for students with disabilities [Thesis]
Publication, Distribution,Etc. : University of Virginia, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Virginia
Summary or Abstract : Some students with disabilities use testing accommodations to minimize construct irrelevant variance in their scores. IEP teams are responsible for deciding when it is appropriate to permit the use of these accommodations. Research suggests that the decisions of the IEP teams are often capricious and incorrect. Research also suggests that the special education teacher is considered the authority on accommodations, and in practice, the decision is often left up to their perceived expertise. Furthermore, it is speculated that the knowledge, attitudes, and training of the special education teacher influences decision-making accuracy. The purpose of the current study is to explore the relationships among the knowledge, training, attitudes, and decision-making accuracy of the special education teacher about testing accommodations for students with disabilities. The study was guided by six hypotheses: (1) teachers with a more favorable view of testing accommodations will make more accurate decisions than teachers with a less favorable view, (2) teachers with more knowledge of testing accommodations will make more accurate decisions than teachers with less knowledge, (3) teachers with more formal training will make more accurate accommodation decisions than teachers with less formal training, (4) teachers with more formal training will demonstrate more knowledge of testing accommodations than teachers with less formal training, (5) teachers with more formal training will demonstrate more favorable views about testing accommodations than teachers with less formal training, and (6) teachers with more knowledge of testing accommodations will hold more favorable attitudes toward accommodations than teachers with less knowledge. Three new instruments were created to test these hypotheses. The attitude instrument was designed to measure how strongly teachers feel about accommodations. The knowledge instrument was designed to measure knowledge of permissible accommodations. The decision instrument was designed to measure how accurately teachers make accommodation decisions. Thirty-eight students, who were enrolled in a special education training program, completed these instruments. Results supported only the second hypothesis. It appears that teachers with more knowledge of accommodations make more accurate decisions about accommodations than teachers with less knowledge. However, it also appears that attitudes and training did not influence decision-making accuracy..
Topical Name Used as Subject : Educational psychology
: Special education
: Teacher education
Information of biblio record : TL
 
 
 
(در صورت عدم وضوح تصویر اینجا را کلیک نمایید)