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|Other Titles:||American Secondary School Special Educators' Interagency Collaboration and Transition Practices|
Department of Education,National Taiwan Normal University
This study applied structural equation modeling to in e tigate perceived level of involvement in tran ition service among secondary chool special educator, in relation to their perceptions of interagency collaboration, as well a special educators' per onal and school characteristics. Fifty-three percent of recipients who responded to the survey were special education teachers and transition coordinators/specialists in the United States. Exploratory and confirmatory factor analyses were u ed to refine and validate the measurement cale applied. The evidence of reliability and validity of four mea urement cales were provided fir t, followed by an analysi of structural relationships among four latent con truct . Result of the tudy distinguished the effects of personal characteristics of econdary special educators from the effects of school characteristics and educators' perception of interagency collaboration. Personal characteristics of econdary chool pecial educators are the key to educators' perception of interagency collaboration and their transition involvement, and also overshadow the relationships among other factors in the model. Secondary school special educators with higher levels of professional preparation perceive a greater importance in interagency collaboration, and are more likely to be involved in interagency collaboration activities in their transition practices. Accordingly, the author of this paper provides suggestions for teacher training and preparation as well as recommendations for future studies.
|Appears in Collections:||教育研究集刊|
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