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Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: = Faculty perceptions.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: /
Reminder of title:	Faculty perceptions.
Author:	Farley, Gerard O'Leary.
Description:	1 online resource (91 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 7360.
Contained By:	Dissertation Abstracts International64-03A.
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780496312351

Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: = Faculty perceptions.
Farley, Gerard O'Leary.

Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: Faculty perceptions. - 1 online resource (91 pages)

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 7360.

Thesis (Ed.D.)--East Tennessee State University, 2002.

Includes bibliographical references

The literature contains repeated claims that most aspiring principals have limited academic knowledge and exposure to special education related issues. However, in this same literature there is substantial discussion that for prospective administrators to be prepared to deal with the ever-increasing demands of special education, principal preparation programs need to increase the amount of instructional time and structured experiences related to special education issues.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780496312351Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: = Faculty perceptions.
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245 1 0 $a Barriers and supports affecting the inclusion of special education issues into the preservice training of school principals: $b Faculty perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 7360.
500 $a Chair: Ronald Lindahl.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2002.
504 $a Includes bibliographical references
520 $a The literature contains repeated claims that most aspiring principals have limited academic knowledge and exposure to special education related issues. However, in this same literature there is substantial discussion that for prospective administrators to be prepared to deal with the ever-increasing demands of special education, principal preparation programs need to increase the amount of instructional time and structured experiences related to special education issues.
520 $a This qualitative study gives voice to faculty directly involved in the preservice training of principals in this ongoing call to reform principal preparation programs and increase the attention paid to issues concerning special education. In addition, this study offers insight into the nature of the supports and barriers that influence faculty in their decisions to include or exclude special education issues in course curricula and among departmental requirements for students in principal preparation programs.
520 $a The results indicated that faculty often are untrained, inexperienced, or disinterested in special education and, because of academic freedom, may freely exclude special education topics from the courses they teach. Faculty often inadvertently assume that special education is a topic that can be delegated to another department member who is more knowledgeable, better trained, or has a passion for addressing special education issues. Findings also indicated that faculty members often perceived a belief among their colleagues that special education-related topics can be delegated to others. In addition, students enrolled in principal preparation programs were noted to often be as untrained, inexperienced, or disinterested in special education issues as the faculty who prepare them.
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538 $a Mode of access: World Wide Web
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