Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
The degree to which actual practice conforms to research-based best practice in early childhood specialEducation, in the state of Indiana, was the primary focus of this study. The relationship between best practice and actual practice in different types of inclusive early childhood settings and in different geographical locations, as well as the association between practice and teacherEducation level were also examined. Participants were directors and lead teachers from inclusive early childhood programs in school districts throughout the state of Indiana. Participants were surveyed, by mail, using an instrument designed and pilot tested by the researcher. Items on the survey addressed a range of professional practices including multidisciplinary collaboration, teacher training, attempts to involve families in the specialEducation process, and the use of assessment. Internal consistency and item-total score analyses were used to identify scales and subscales that were psychometrically inadequate. Results were analyzed using independent t-tests, chi-square analyses, biserial correlations and multiple regression analyses. Major findings were that on many aspects of best practice private and public schools, and metropolitan and rural schools were comparable. However, private schools reported higher levels of multidisciplinary collaboration and support to families, and schools in metropolitan areas reported more support to families, as well as more attempts at family involvement. In terms of student/staff ratios, public and private schools were comparable, but public schools were found to serve a higher percentage of students with specialEducation needs. With regard to teacherEducation, public schools reportedly employ more teachers with only high school or associate's degree level training, but also more teachers with graduate degrees. Finally, employing more than one undergraduate or graduate level teacher is generally predictive of closer adherence to best practice.
Recommended Citation
Jurrens, Emma Beatrice, "Best Practice, Actual Practice And Teacher Training In Early Childhood SpecialEducation In Indiana" (2002). All-Inclusive List of Electronic Theses and Dissertations. 964.
https://scholars.indianastate.edu/etds/964