[Wisconsin Administrative Practice Scale: Special Education. A Survey of Selected Administrative Practices Used in the Coordination of Diagnostic Units for Handicapped Children. Test and Manual.].

Autor/in	Lietz, Jeremy Jon
Titel	[Wisconsin Administrative Practice Scale: Special Education. A Survey of Selected Administrative Practices Used in the Coordination of Diagnostic Units for Handicapped Children. Test and Manual.].
Quelle	(1975), (22 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Policy; Clinical Diagnosis; Communication (Thought Transfer); Cooperative Programs; Coordination; Elementary Secondary Education; Handicapped Students; Organizational Change; Parent Participation; Policy Formation; Questionnaires; School Administration; Special Education; Student Participation; Systems Development; Test Construction; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Koordination; Organisationswandel; Elternmitwirkung; Politische Betätigung; Fragebogen; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; System development; Systementwicklung; Testaufbau; Testreliabilität; Testvalidität
Abstract	The Wisconsin Administrative Practice Scale: Special Education (WAPS) is a self-administering survey instrument designed to measure implementation of 162 selected administrative practices and policies used to coordinate diagnostic units for handicapped children. One hundred thirty-five items are grouped into seven subscales each consisting of twenty items: informal communication, responsibility delegation, parent involvement, systems development, organizational change, child-centeredness, and administrative control. The self-administering test and all directions are included; the WAPS takes approximately 45 minutes to complete. A criterion reference group composed of fifteen educators responded to each of the 162 items using a six-point scale to indicate the extent to which they felt that multidisciplinary diagnostic units should engage in the behavior described in each item. The average of their responses (rounded off to the nearest scaled value) was assigned the quality value of five (5). Responses to the test items are scored according to the extent that they deviate from the criterion responses. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC