The purpose of this quantitative, non-experimental study was to investigate principals’ and assistant principals’ knowledge of special education law and procedures in Federal Military Connected Pacific Schools as it relates to Knowles theory of andragogy and how adults learn. This study investigated grade level and school size, individual knowledge base of special education law and procedures, initial in-service provided to principals and assistant principals, and principals and assistant principals ability to provide educational services to students with disabilities within their schools across the Pacific region. The following characteristics of gender, age, years of experience as a teacher, years of experience as a principal and assistant principal, degree level, area of concentration in graduate work, and number of courses taken in special education were also considered. A total of 21 surveys were completed out of 70 emailed to participants. Six of the surveys were rendered invalid as a result of being incomplete. The completed samples of the 21 received were evenly distributed into thirds for grade level of school. About 62% of the samples worked in schools with 500 to 999 students and two-thirds of the samples were female. About 76% of the samples were between the ages of 36 and 59. Almost 50% of the samples had 16 years or more of teaching experience and 38% of the samples had served as an administrator for 5 or less years, but nearly 30% had served as an administrator for 11 to 15 years. The conclusion obtained from this study support the findings in the literature regarding principals’ and assistant principals’ knowledge of special education law and procedures. Implications and recommendations were made from this study in Chapter 5. Research studies conducted in Federal Military-Connected Pacific Schools were not found and this research study will provide a foundation for future studies worldwide.
|Commitee:||Jeizan, Salha, Pohl, Robert|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/07(E), Dissertation Abstracts International|
|Subjects:||Education Policy, School administration, Special education|
|Keywords:||Administrators knowledge, Educational services, Procedures, Special education law|
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