Secondary education teachers' perceptions related to their knowledge and effectiveness of accommodations for students with mild disabilities
| dc.contributor.author | Davis, Julie E. | |
| dc.contributor.committeeChair | Kinnison, Lloyd | |
| dc.contributor.committeeMember | Marshall, David, Ph. D. | |
| dc.contributor.committeeMember | Wiebe, Michael | |
| dc.contributor.committeeMember | Dunlap, Karen | |
| dc.contributor.committeeMember | Fredrickson, Rebecca | |
| dc.date.accessioned | 2018-07-18T14:17:32Z | |
| dc.date.available | 2018-07-18T14:17:32Z | |
| dc.date.issued | 2011-05-30 | |
| dc.description.abstract | The 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.uri | http://hdl.handle.net/11274/10078 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Education | en_US |
| dc.subject | Psychology | en_US |
| dc.subject | Accommodations | en_US |
| dc.subject | Barriers | en_US |
| dc.subject | Disabilities | en_US |
| dc.subject | Effective implementation | en_US |
| dc.subject | High-stakes testing | en_US |
| dc.title | Secondary education teachers' perceptions related to their knowledge and effectiveness of accommodations for students with mild disabilities | en_US |
| dc.type | Dissertation | en_US |
| thesis.degree.college | College of Professional Education | |
| thesis.degree.department | Teacher Education | |
| thesis.degree.discipline | Special Education | |
| thesis.degree.grantor | Texas Woman's University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy |