The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals

Autor/inn/en	Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison R.; Kato, Mimi McGrath
Titel	The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals
Quelle	In: Remedial and Special Education, 34 (2013) 4, S.215-224 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932512468037
Schlagwörter	Faculty Development; Teacher Characteristics; Student Characteristics; Individualized Education Programs; Hierarchical Linear Modeling; Self Contained Classrooms; Teaching Experience; Employment; Postsecondary Education; General Education; Teacher Attitudes; Goal Orientation; Federal Legislation; Disabilities; Secondary School Teachers; High School Students; Check Lists; Coding; Guides; Strategic Planning; Individualized Transition Plans; Communities of Practice; Autism; Learning Disabilities; Interviews; Outcomes of Education + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Dienstverhältnis; Post-secondary education; Tertiäre Bildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten; Zielorientierung; Zielvorstellung; Bundesrecht; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Checkliste; Codierung; Programmierung; Handbuch; Leitfaden; Strategy; Planning; Strategie; Planung; Community; Autismus; Learning handicap; Lernbehinderung; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg
Abstract	This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics and goal quality. Individual Education Program (IEP) documents were gathered from 18 teachers before and after professional development totaling 137 IEPs. Hierarchical linear modeling methods were used to account for the fact that student IEPs were nested within teachers. Results indicated professional development significantly improved goal quality for both goal areas. Teachers whose primary placement and caseload was within self-contained classrooms and those with more years of experience had higher quality employment goals than teachers with less experience and those in resource rooms or general education settings. Implications are discussed regarding the continued need to align the content of IEPs for transition-age students with practice. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10