ERIC Number: EJ1035527
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency
Ernst, Jeremy V.; Li, Songze; Williams, Thomas O.
Engineering Design Graphics Journal, v78 n1 p1-10 Win 2014
The ever-changing student population of engineering design graphics students necessitates broader sets of instructor adeptness. Specifically, preparedness to educate and provide adequate educational access to content for students with identified categorical disabilities and Limited English Proficiency (LEP) is now an essential readiness skill for engineering design graphics educators at the secondary level (see Appendix A for a full list of acronyms). Through the School and Staffing Survey Teacher Questionnaire (SASS TQ), engineering design graphics educator service load results for students with disabilities and LEP were identified. Of specific note was the upward service load trend between the 2007-2008 SASS TQ and the 2011-2012 SASS TQ and the implications for high school engineering design graphics courses, learning environments, and teacher abilities.
Descriptors: Engineering, Graphic Arts, Questionnaires, Disabilities, High School Students, Design, Teacher Attitudes, Secondary School Students, Identification, Limited English Speaking, Access to Education, Faculty Workload
Engineering Design Graphics Division, American Society for Engineering Education. 1818 N Street NW Suite 600, Washington, DC 20036. Tel: 202-331-3500; Web site: http://www.edgj.org/index.php/EDGJ
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)