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|Title:||Indicators of Management and Organization Skills for Teachers of Moderately and Severely Handicapped Students|
|Author(s):||Ryndak, Diane Lea|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to identify indicators of management and organization skills that are perceived to be important for inclusion in personnel preparation programs for teachers of moderately and severely handicapped students. Using fifty-four indicators selected from the literature, four research questions were addressed, yielding the following results. (1) Do differences exist between immediate supervisors' perceptions of the quality with which indicators of management and organization skills are exhibited by teachers they consider to be the (a) most skilled and (b) least skilled at management and organization of classrooms for moderately and severely handicapped students? Results indicated that in general, differences do exist between their perceptions. (2) Do differences exist in the indicators that immediate supervisors, peer professionals and subordinates perceive to be performed very well by the most skilled teachers? Results indicated that only minor differences exist between their perceptions. (3) In addition to the indicators included in the literature, what indicators do respondents mention that the most skilled teachers perform very well? Twenty-nine additional indicators were mentioned that the most skilled teachers performed very well. (4) Do differences exist in the indicators that the three groups of respondents perceive to be (1) most important and (2) least important for teachers of moderately and/or severely handicapped students? Results indicated that only minor differences exist between the perceptions of the groups.
These findings support the idea that there are differences in the management and organization skills demontrated by teachers of students with moderate or severe handicaps. These skills appear to be consistently identified by the supervisors, peer professionals and subordinates with whom they work. The study appears to have identified an area of teacher skill that has significant agreement among teachers' colleagues as to its importance, suggesting that further research is warranted. Discussions of these skills, their importance, possible areas for future research and the limitations of the current study are included.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-15|