Graduate Thesis Or Dissertation

 

A study of transition skills for special education teachers in secondary settings Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2v23vx99z

Descriptions

Attribute NameValues
Creator
Abstract
  • The recent focus on transition from school to working life has created a growing concern in Oregon about teachers with elementary certification as their initial certification who earn a special education certificate and teach students with disabilities in secondary settings. Thus, the purpose of this study was to investigate the relationship among initial certifications (elementary, secondary, and K-12), where Oregon high school special education teachers received the major part of their transition skills training, and their self-perceived needs for further transition skills training. The population for the study consisted of 213 secondary special education teachers of students with mild disabilities from throughout Oregon. The instrument was a survey-type questionnaire that included 14 transition skill competencies for teachers. Subjects were first asked where they received the major part of their training in each of the transition competency skills. Next, they were asked to rate their self-perceived needs for further training in each of the transition skills. The instrument design was validated through a Delphi procedure. Data were collected during the spring of 1987 and the fall of 1988. No significant statistical relationships were found between initial certification and where teachers received the major part of their transition skills training, or their self-perceived needs for further training. However, three major implications became apparent from the data. First, decisions regarding coursework could be examined at the preservice level. Next, opportunities for preservice teachers to participate in team decision-making activities should be examined. Lastly, personnel inservice preparation programs at the district level should be examined to ensure that transition skill competencies for teachers are included. Recommendations included follow-up studies to find out if the size of school, type and level of endorsement, major and minor fields of study and years of teaching may have an effect on transition skills training of secondary teachers.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Academic Affiliation
Non-Academic Affiliation
Subject
Rights Statement
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome, 8-bit Grayscale) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 5.0 was used for pdf compression and textual OCR.
Replaces
Additional Information
  • description.provenance : Submitted by Kaylee Patterson (kdpscanner@gmail.com) on 2013-01-24T00:13:43Z No. of bitstreams: 1 CoteDorenceJ1992.pdf: 5875670 bytes, checksum: e5859e994477f9b0bead891833369909 (MD5)
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-01-24T19:49:16Z (GMT) No. of bitstreams: 1 CoteDorenceJ1992.pdf: 5875670 bytes, checksum: e5859e994477f9b0bead891833369909 (MD5)
  • description.provenance : Made available in DSpace on 2013-01-24T19:51:16Z (GMT). No. of bitstreams: 1 CoteDorenceJ1992.pdf: 5875670 bytes, checksum: e5859e994477f9b0bead891833369909 (MD5) Previous issue date: 1991-07-23
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2013-01-24T19:51:16Z (GMT) No. of bitstreams: 1 CoteDorenceJ1992.pdf: 5875670 bytes, checksum: e5859e994477f9b0bead891833369909 (MD5)

Relationships

Parents:

This work has no parents.

Items