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dc.contributor.advisorMcIntyre, Laureenen_US
dc.creatorGilchrist, Reneeen_US
dc.date.accessioned2009-09-17T14:56:17Zen_US
dc.date.accessioned2013-01-04T04:59:03Z
dc.date.available2010-09-22T08:00:00Zen_US
dc.date.available2013-01-04T04:59:03Z
dc.date.created2009-08en_US
dc.date.issued2009-08en_US
dc.date.submittedAugust 2009en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-09172009-145617en_US
dc.description.abstractThe purpose of this study was to investigate teachers’ levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, “a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills” (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers’ perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD. Descriptive analyses and analyses of variance (ANOVA’s) were used to examine the mean responses of teachers’ levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.en_US
dc.language.isoen_USen_US
dc.subjectreading assessmenten_US
dc.subjectreading interventionen_US
dc.subjectspecialized populationsen_US
dc.subjectemotional and behavioural disordersen_US
dc.subjectreadingen_US
dc.subjectTeachers' perceptionsen_US
dc.subjectstudents with EBDen_US
dc.subjectacademics and students with EBDen_US
dc.titleTeachers' perceptions of reading assessment for students with emotional and/or behavioural disordersen_US
thesis.degree.departmentEducational Psychology and Special Educationen_US
thesis.degree.disciplineEducational Psychology and Special Educationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US


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