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ERIC Number: ED527115
Record Type: Non-Journal
Publication Date: 2009
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-1689-9
ISSN: N/A
Teacher Perceptions of the Influence that No Child Left Behind Has on State Assessment of Students with Disabilities: Implications to Educational Administration
Easter-Pierce, Charlesa A.
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
Parents, advocates, and educators have widely publicized NCLB as the most significant piece of legislation that affects the education of students with disabilities since the passage of the first IDEA legislation in 1975. Prior to NCLB, IDEA 1997 required the inclusion of students with disabilities in state and district assessments; however, increased accountability on standardized assessments have been mandated for all students nationally and have become the primary indicator of success for students, teachers, administrators, schools, and school systems. The purpose of this study was to examine the perceptions of teachers regarding the influence of NCLB on state assessment of students with disabilities. Specifically, the present study was concerned with the influence of the variables ethnicity, years of experience, gender, and age on the perceptions of teachers regarding the influence of NCLB on state assessments of students with disabilities. A descriptive design was utilized in this study. A One-Way Analysis of Variance was employed in this study. There were four hypotheses formulated for this study that were tested at the 0.05 level or better. All the hypotheses examined the difference in perceptions of teachers regarding the influence of NCLB on state assessments of students with disabilities. Of the four hypotheses, hypothesis four was found to he significant. No significant differences were found regarding hypotheses one, two and three. In reference to hypothesis four, the age of teachers was found to influence their perceptions toward the influence NCLB has on state assessments of students with disabilities. Specifically, teachers who were between the ages of 41 and 50 had significantly more favorable perceptions than their counterparts toward the effect of NCLB on state assessments of students with disabilities. The following implications are offered for urban school administrators: (1) Urban school administrators, especially those who are responsible for hiring teachers to work with students with disabilities, should be aware of the influence of certain demographic factors, particularly the age of the teachers, with regard to the influence of NCLB on state assessments for these students. (2) Urban school administrators should also he aware of the relationship between school related variables and the perceptions of teachers toward the inclusion of students with disabilities into general education classes. Administrators must he cognizant of the influence that school related factors play in the development of negative perceptions on the part of teachers toward providing the appropriated assistance in helping students with disabilities to acquire the knowledge necessary to be successful on state assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001