A Study of the Experiences of Alternatively Certified Special Education Teachers Related to the Requirements of the No Child Left Behind Act of 2001

Autor/in	Veale, Natasha W.
Titel	A Study of the Experiences of Alternatively Certified Special Education Teachers Related to the Requirements of the No Child Left Behind Act of 2001
Quelle	(2010), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-8786-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Effectiveness; Federal Legislation; State Standards; Disabilities; Special Education Teachers; School Districts; Alternative Teacher Certification; Compliance (Legal); Teacher Qualifications; Secondary School Teachers; Teacher Competencies; Case Studies; Interviews; Essays; Journal Writing; Middle Schools; High Schools; Audits (Verification); Teacher Attitudes; Policy Formation; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bundesrecht; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Lehrqualifikation; Lehrkunst; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Essay; Aufsatzunterricht; Zeitschriftenaufsatz; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Lehrerverhalten; Politische Betätigung
Abstract	A No Child Left Behind Act of 2001 Title II audit found the state of North Carolina out of compliance with the definition of teacher quality for secondary special education teachers. The state specific Praxis exam and the Highly Objective, Uniform State Standard of Evaluation these teachers completed to earn certification to teach subject area content to students with disabilities were found invalid. The purpose of this descriptive, case study was to explore teacher quality in special education for alternatively certified secondary special education teachers who directly instruct students with disabilities in core content areas, in a single school district in central North Carolina. This research used data from interviews, an essay, document review, and data journal. The criterion-based sample consisted of four participants representing middle and high school special education teachers. This study followed a method of within-case and cross-case analysis of data Miles and Huberman (1994) developed with the use of displays, to show the categories of descriptions obtained from the participants. The most significant finding in this study revealed that after the NCLB Title II audit in the 2009-2010 school year in North Carolina, all of the participants considered themselves highly qualified to teach students with disabilities in the content areas because of their years of experience, contradicting the audit findings. There are recommendations for (a) state education agencies, (b) institutions for higher education, (c) local education agencies, and (d) alternatively certified special education teachers. The most prominent recommendation is that policymakers at the state level should work towards establishing a uniform set of requirements for secondary special education teachers that directly reflect their background and teaching experience within and across states. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10