國立虎尾科技大學 |

The Diagnostic Competencies : = Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Diagnostic Competencies :/
Reminder of title:	Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers.
Author:	Guerra, Melisa Gonzalez.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798691210464

The Diagnostic Competencies : = Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers.
Guerra, Melisa Gonzalez.

The Diagnostic Competencies :Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2016.

Includes bibliographical references

The role that educational diagnosticians play in the educational process can vary across settings. In Texas, the Texas Education Agency oversees the State Board of Educator Certification (SBEC). SBEC certification standards outline knowledge and skills that are required for educational diagnosticians to practice in Texas. The Texas required endorsement is acquired by passing a state mandated assessment covering the standards set by SBEC (TAC, §231.623). Given the evolving role of an educational diagnostician, this study examined the perceptions of educational diagnosticians, administrators, and classroom teachers of the competencies in regards to implementation, utilization, and importance. Furthermore, this study sought to determine if years of experience in education affects these perceptions. Results indicate that administrators and teachers perceive the utilization of competencies to occur at a lower rate than diagnosticians report utilizing them, and years of experience showed no statistically significant effect on perceptions. No statistically significant interactions were found among position, years of experience, and perceptions of the competencies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798691210464Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Diagnostic competenciesIndex Terms--Genre/Form:

554714
Electronic books.

The Diagnostic Competencies : = Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers.
LDR:02691ntm a22004217 4500 001 1147356
005 20240918072746.5
006 m o d
007 cr bn ---uuuuu
008 250605s2016 xx obm 000 0 eng d
020 $a 9798691210464
035 $a (MiAaPQ)AAI10195871
035 $a AAI10195871
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Guerra, Melisa Gonzalez. $3 1473064
245 1 4 $a The Diagnostic Competencies : $b Perceptions of Educational Diagnosticians, Administrators, and Classroom Teachers.
264 0 $c 2016
300 $a 1 online resource (174 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Kupczynski, Lori;Mundy, Marie-Anne.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2016.
504 $a Includes bibliographical references
520 $a The role that educational diagnosticians play in the educational process can vary across settings. In Texas, the Texas Education Agency oversees the State Board of Educator Certification (SBEC). SBEC certification standards outline knowledge and skills that are required for educational diagnosticians to practice in Texas. The Texas required endorsement is acquired by passing a state mandated assessment covering the standards set by SBEC (TAC, §231.623). Given the evolving role of an educational diagnostician, this study examined the perceptions of educational diagnosticians, administrators, and classroom teachers of the competencies in regards to implementation, utilization, and importance. Furthermore, this study sought to determine if years of experience in education affects these perceptions. Results indicate that administrators and teachers perceive the utilization of competencies to occur at a lower rate than diagnosticians report utilizing them, and years of experience showed no statistically significant effect on perceptions. No statistically significant interactions were found among position, years of experience, and perceptions of the competencies.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational administration. $3 1148465
650 4 $a Education policy. $3 1107727
650 4 $a Educational leadership. $3 585508
653 $a Diagnostic competencies
653 $a Educational diagnostician
653 $a SBEC
653 $a Texas Education Agency
653 $a State Board of Educator Certification
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0443
690 $a 0514
690 $a 0449
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Texas A&M University - Kingsville. $b Educational Leadership and Counseling Department. $3 1470641
773 0 $t Dissertations Abstracts International $g 82-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195871 $z click for full text (PQDT)