Statewide Evaluation of Early Education Programs for Handicapped Children in Louisiana, 1985-86. Summary Report: Administrators.

Autor/inn/en	Anderson, Betty N.; Bower, JoAnn C.
Institution	Louisiana State Dept. of Education, Baton Rouge. Bureau of Evaluation.
Titel	Statewide Evaluation of Early Education Programs for Handicapped Children in Louisiana, 1985-86. Summary Report: Administrators.
Quelle	(1986), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Administrator Role; Disabilities; Educational Assessment; Interprofessional Relationship; Interviews; Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Qualitative Research; Questionnaires; State Programs; State Surveys; Teacher Burnout; Louisiana + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Education; assessment; Bewertungssystem; Interviewing; Interviewtechnik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Qualitative Forschung; Fragebogen; Regierungsprogramm; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	The first section of the document consists of the questionnaire/survey instrument completed by 51 administrators as part of a study designed to evaluate the quality and efficiency of early education programs for handicapped children (ages 3-5) in Louisiana in 1985-86. The frequency distributions of the responses received are shown on the instrument. The second section is a narrative developed from interview data collected from 44 school principals or other school-level administrators during on-site visits to preschool handicapped programs. Administrator comments are noted on such topics as perceived roles and responsibilities in relation to the preschool program, communication between preschool and kindergarten teachers, and teacher burnout. (JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC