Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice

Thumbnail image of item number 1 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 2 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 3 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 4 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Showing 1-4 of 129 pages in this dissertation.

PDF Version Also Available for Download.

Description

In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical research on the effectiveness of quality special education teacher preparation programs, specifically those programs specializing in the education of students with emotional and behavioral disorders (EBD). The Council for Exceptional Children (CEC), the largest special education organization, conducts research on the standards needed by teachers who serve children and youth with exceptionalities. These CEC standards are recommended to serve as a guide for teacher preparation programs in special education. Utilizing the CEC standards delineated for ... continued below

Creation Information

Lusk, Mandy E. August 2012.

Context

This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 500 times , with 7 in the last month . More information about this dissertation can be viewed below.

Who

People and organizations associated with either the creation of this dissertation or its content.

Author

Chair

Committee Members

Publisher

Rights Holder

For guidance see Citations, Rights, Re-Use.

  • Lusk, Mandy E.

Provided By

UNT Libraries

With locations on the Denton campus of the University of North Texas and one in Dallas, UNT Libraries serves the school and the community by providing access to physical and online collections; The Portal to Texas History and UNT Digital Libraries; academic research, and much, much more.

About | Browse this Partner

Contact Us

Corrections Questions

What

Descriptive information to help identify this dissertation. Follow the links below to find similar items on the Digital Library.

Degree Information

Description

In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical research on the effectiveness of quality special education teacher preparation programs, specifically those programs specializing in the education of students with emotional and behavioral disorders (EBD). The Council for Exceptional Children (CEC), the largest special education organization, conducts research on the standards needed by teachers who serve children and youth with exceptionalities. These CEC standards are recommended to serve as a guide for teacher preparation programs in special education. Utilizing the CEC standards delineated for preparation programs in EBD, the present study sought to determine how graduates of one program perceived the importance of the standards and their perceived proficiency in using the standards in their work with students with EBD. Results indicated that graduates viewed the standards as Important to their work with students with EBD. Further, they viewed their proficiency in using the standards to be above average. In addition, the present study examined the relationship between graduates perceived importance and perceived proficiency in using the CEC standards. Results indicated that graduates who had higher score ratings on their perceived importance of the standards tended to have higher ratings on their perceived proficiency scores.

Language

Item Type

Collections

This dissertation is part of the following collection of related materials.

UNT Theses and Dissertations

Theses and dissertations represent a wealth of scholarly and artistic content created by masters and doctoral students in the degree-seeking process. Some ETDs in this collection are restricted to use by the UNT community.

About | Browse this Collection

What responsibilities do I have when using this dissertation?

Digital Files

When

Dates and time periods associated with this dissertation.

Creation Date

  • August 2012

Added to The UNT Digital Library

  • March 4, 2013, 2:02 p.m.

Description Last Updated

  • Nov. 16, 2016, 11:54 a.m.

Usage Statistics

When was this dissertation last used?

Yesterday: 1
Past 30 days: 7
Total Uses: 500
More Statistics

Interact With This Dissertation

Here are some suggestions for what to do next.

Start Reading

Thumbnail image of item number 1 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 2 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 3 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.
Thumbnail image of item number 4 in: 'Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice'.

PDF Version Also Available for Download.

Citations, Rights, Re-Use

Lusk, Mandy E. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice, dissertation, August 2012; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc149634/: accessed April 23, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .