Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders Metadata

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Title

  • Main Title Evaluating Quality Standards for Teachers in the Field of Emotional and Behavioral Disorders

Creator

  • Author: Manning, Maria Lynn
    Creator Type: Personal

Contributor

  • Chair: Bullock, Lyndal M.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Evenson, Thomas L.
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Combes, Bertina H.
    Contributor Type: Personal
  • Committee Member: Kinnison, Lloyd
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2006-08
  • Digitized: 2008-04-02

Language

  • English

Description

  • Content Description: The purpose of this study is to determine quality indicators in the field of emotional and behavioral disorders based on six empirically validated standards outlined by the Council for Exceptional Children. Invitations to participate in the study were disseminated to a randomized selection of members within the Council for Children with Behavioral Disorders. Respondents (N = 199) included teachers (n = 128) and related service personnel (n = 71) who directly and indirectly work with students with emotional and behavioral disorders throughout the United States. A rank order list of the most important knowledge and skills to teachers with regard to demographic characteristics (i.e., types of communities, educational settings, or years of experience) was developed. Additionally, a rank order list was developed to determine which knowledge and skills related service personnel felt should be most important to teachers. Level of agreement was determined between teachers and related service personnel and variances among the rank order lists were examined. Results of the study revealed statistically significant variances in the rank order of knowledge and skills among educational settings of teachers (i.e., self-contained, resource, and general education/inclusion) across the standard of Learning Environments and Social Interactions. Rank orders in two knowledge and skills (i.e., assistive technology and structure) were significant. When rank order was compared between teachers and related service personnel, level of agreement was low within the standards of assessment (58%) and collaboration (63%).

Subject

  • Library of Congress Subject Headings: Teachers of problem children -- Standards -- United States.
  • Keyword: behavioral disorders
  • Keyword: emotional disorders
  • Keyword: special education
  • Keyword: teachers
  • Keyword: preparation

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Manning. Maria Lynn
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 73688411
  • Archival Resource Key: ark:/67531/metadc5357

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Special Education
  • Academic Department: College of Education
  • Degree Grantor: University of North Texas

Note

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