Literaturnachweis - Detailanzeige
| Autor/in | Pregot, Michael V. |
|---|---|
| Titel | Principals' Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know? |
| Quelle | In: International Journal of Educational Reform, 30 (2021) 1, S.3-20 (18 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Pregot, Michael V.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-7879 |
| DOI | 10.1177/1056787920967114 |
| Schlagwörter | Principals; Knowledge Level; Self Efficacy; Work Experience; Elementary Schools; Middle Schools; High Schools; School Administration; Leadership Responsibility; Special Education; Students with Disabilities; Inclusion; Individualized Education Programs; Response to Intervention; Educational Legislation; Equal Education; Federal Legislation; Georgia; New York; Michigan; Vermont; Oregon Principal; Schulleiter; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Employment experience; Job experience; Occupational experience; Berufserfahrung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht |
| Abstract | In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states--Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP's) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions. (As Provided). |
| Anmerkungen | SAGE Publications. 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 | 2024/1/01 |
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