Semester
Fall
Date of Graduation
2005
Document Type
Dissertation
Degree Type
EdD
College
College of Education and Human Services
Department
Curriculum & Instruction/Literacy Studies
Committee Chair
Paul Chapman.
Abstract
This study investigates the perceptions of the knowledge base that are held by directors of special education. The study focuses on one main research question: What is the knowledge base special education directors feel they need to know in the field of special education? Mixed methodology, constant comparative method as described by Maycut and Morehouse (1994) and Statistical Package for the Social Sciences, is used to analyze data from a survey and interviews. Survey data was collected from 45 current special education administrators along with in-depth interview data from 6 directors. The interviewees were chosen randomly using selective sampling based on 3 sets of paired opposite factors. Both instruments are designed to gather brief demographic information and cover 3 domains of directors' perceptions: (a) special education director preparation, (b) skills learned on the job, and (c) building a better education administration program. Eighteen areas of knowledge are identified by the participants. The data from both groups of participants suggests that while graduate level education administration programs may either directly provide specific content or it is embedded in other courses, on the job experiences allow the director to expand, refine, and apply the learned knowledge through practical application. Among other areas, this study opens questions for additional research related to gender specific issues, licensure, and program changes for institutions of higher education.
Recommended Citation
Super, Francis J., "Perceptions of directors of special education related to their knowledge and training" (2005). Graduate Theses, Dissertations, and Problem Reports. 2690.
https://researchrepository.wvu.edu/etd/2690