| Type of Document |
Master's Thesis |
| Author |
Abel, Joseph Martin
|
| Author's Email Address |
abel.joe@gmail.com |
| URN |
etd-11102009-150148 |
| Title |
Leaving Special Educators Behind? An Analysis of the No Child Left Behind Act and its Impact on Special Education Teachers |
| Degree |
Master of Social Work (M.S.W.) |
| Department |
Social Work |
| Advisory Committee |
| Advisor Name |
Title |
| Allen, Priscilla D. |
Committee Chair |
| Mohan, Brij |
Committee Member |
| Wilks, Scott E. |
Committee Member |
|
| Keywords |
- teacher satisfaction
- school social work
- special education
|
| Date of Defense |
2009-10-29 |
| Availability |
unrestricted |
Abstract
From its inception in 2001, the No Child Left Behind Act (NCLB) has been the subject of much debate among politicians, educators, researchers, and citizens. Much discussion has related to how NCLB affects students and their teachers in the classroom. This study examines NCLB’s direct impact on special education teachers in the East Baton Rouge parish school district of Louisiana by measuring different aspects of their satisfaction levels. Overall job satisfaction is measured using the Brayfield-Rothe Job Satisfaction Index (1951). Specific aspects of job satisfaction are measured using an abbreviated form of the Job Diagnostic Survey (Hackman & Oldham, 1975) and the satisfaction portion of a survey employed by Zembylas and Papanastasiou (2005), both slightly tailored to elicit answers pertinent to NCLB. Quantitative and qualitative questions directly related to NCLB are asked to explore the relationship between the legislation and special education, its teachers, and its students.
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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
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Thesis-Abel_Thesis.pdf |
349.16 Kb |
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