Secondary education teachers' perceptions related to their knowledge and effectiveness of accommodations for students with mild disabilities

dc.contributor.authorDavis, Julie E.
dc.contributor.committeeChairKinnison, Lloyd
dc.contributor.committeeMemberMarshall, David, Ph. D.
dc.contributor.committeeMemberWiebe, Michael
dc.contributor.committeeMemberDunlap, Karen
dc.contributor.committeeMemberFredrickson, Rebecca
dc.date.accessioned2018-07-18T14:17:32Z
dc.date.available2018-07-18T14:17:32Z
dc.date.issued2011-05-30
dc.description.abstractThe purpose of this study was to determine secondary general education teachers' (grades 9–12) perceived level of knowledge of testing accommodations and practices relative to the effectiveness of accommodations for students with mild disabilities. The survey instrument used in the study was researcher developed. Content validity was established through a factor analysis. Then, internal consistency was established through Cronbach's alpha coefficient. The results of the following four research questions were discussed: (1) What is the perceived level of knowledge of testing accommodations by secondary general education teachers for students with mild disabilities? (2) What are the perceived practices relative to the effectiveness of accommodations by secondary education teachers for students with mild disabilities? (3) Do secondary general educations teachers' perceive that accommodations "level the playing field" for students with mild disabilities? (4) What do secondary general education teachers' perceive are barriers to implementing accommodations for students with mild disabilities? The participant population for this study consisted of 60 core/content area secondary general education teachers who teach grades nine through twelve in one non-comprehensive high school and three comprehensive high schools from one metropolitan school district in North Central Texas. The study consisted of a survey methodology to provide descriptive data on secondary general education teachers' perceived level of knowledge of testing accommodations and practices relative to the effectiveness of accommodations for students with mild disabilities using a non-experimental research design. The first two questions were answered by descriptive analysis. Qualitative methodology was chosen for research questions three and four to look for themes in reference to secondary general education teachers' perception as to if accommodations "level the playing field" and perceived barriers to implementing accommodations for students with mild disabilities. Several important findings regarding secondary general education teachers' perceived level of knowledge of testing accommodations and practices relative to the effectiveness of accommodations for students with mild disabilities were revealed. In addition, findings regarding secondary general education teachers' perception as to if accommodations "level the playing field" and perceived barriers to implementing accommodations for students with mild disabilities were unveiled.en_US
dc.identifier.urihttp://hdl.handle.net/11274/10078
dc.language.isoen_USen_US
dc.subjectEducationen_US
dc.subjectPsychologyen_US
dc.subjectAccommodationsen_US
dc.subjectBarriersen_US
dc.subjectDisabilitiesen_US
dc.subjectEffective implementationen_US
dc.subjectHigh-stakes testingen_US
dc.titleSecondary education teachers' perceptions related to their knowledge and effectiveness of accommodations for students with mild disabilitiesen_US
dc.typeDissertationen_US
thesis.degree.collegeCollege of Professional Education
thesis.degree.departmentTeacher Education
thesis.degree.disciplineSpecial Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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