evolution of a professional path for secondary special education teachers since the inception of no child left behind: a qualitative portrait

The evolution of a professional path for secondary special education teachers since the inception of no child left behind: a qualitative portrait. (2011). The evolution of a professional path for secondary special education teachers since the inception of no child left behind: a qualitative portrait.

Download PDF

Metadata

MODS Metadata


Title	evolution of a professional path for secondary special education teachers since the inception of no child left behind: a qualitative portrait
Abstract	With the implementation of the No Child Left Behind (NCLB) Legislation, Secondary Special Education Teachers have been subjected to many change initiatives resulting from high stakes testing. These teachers, as well as their students, have been scrutinized and required to implement new ideas presented by the administrators in their districts in order to raise achievement on tests. The purpose of this qualitative case study was to examine the evolution of Secondary Special Education Teachers since the inception of NCLB through analysis of data, interviews, and observations. The research examined the effects of required changes on the level of teacher commitment, compassion, connection and confidence when working with students and administrators. The research obtained indicated that even though teachers felt frustrated and betrayed by the government entities that created NCLB and its mandates, they still maintained high levels of commitment and compassion for their students and the field of Special Education. The teachers had mixed feelings about the connections they were able to form with students but did see an increase in peer connections formed by Special Education Students. The confidence they had related to helping students achieve on high stakes testing was influenced by the leaders within their buildings.
Date	2011

Details

Title: evolution of a professional path for secondary special education teachers since the inception of no child left behind: a qualitative portrait
Personal Name(s): Messner, Donna M.
Kaufman, Cathy C.
Corporate Name(s): Indiana University of Pennsylvania
Professional Studies in Education.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Kaufman, Cathy C. Committee members: Valeri Helterbran; Jennifer Rotigel.
Topical Subject(s): Educational leadership
Special education
Occupational psychology
No Child Left Behind Act 2001-US
Secondary education
Teachers