International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration

Autor/in	McPherson, Rebekah
Titel	International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration
Quelle	(2010), (212 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1243-4768-4
Schlagwörter	Hochschulschrift; Dissertation; Evidence; Research Design; Curriculum Design; Program Evaluation; Distance Education; Masters Programs; Disabilities; Interviews; Foreign Countries; Educational Technology; Data Collection; Surveys; Special Education; Graduate Students; Ecuador; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Evidenz; Forschungsdesign; Lehrplangestaltung; Programme evaluation; Programmevaluation; Distance study; Distance learning; Fernunterricht; Magister course; Magisterstudiengang; Handicap; Behinderung; Interviewing; Interviewtechnik; Ausland; Unterrichtsmedien; Data capture; Datensammlung; Survey; Umfrage; Befragung; Special needs education; Sonderpädagogik; Sonderschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master's program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students' multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. [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