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You searched for +publisher:"University of Texas – Austin" +contributor:("Yates, James R."). Showing records 1 – 3 of 3 total matches.

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University of Texas – Austin

1. Cusson, Megan Melanie. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.

Degree: PhD, Special Education, 2010, University of Texas – Austin

The passage of the Education for All Handicapped Children Act in 1975 gave the public schools a clear responsibility to appropriately educate students with disabilities. This responsibility emerged from a combination of philosophy, law, policy, and procedures oriented towards the "normalization" of services to persons with disabilities. These services have developed as a general responsibility of the whole system and not as a separate component of the educational enterprise. In order to meet federal mandates, the complementary disciplines of general and special education leadership have had to integrate or link, in order to address the responsibility for the delivery of services to students with disabilities. In doing so, general education administrators have become responsible for the education and success of all students, including those students with disabilities. Yet, many of these administrators have not been prepared or trained to serve special population groups, so their task of educating all students becomes more complex. A literature synthesis suggested 12 components that all educational administrators should be trained in to serve students with disabilities: (a) relationship building and communication; (b) leadership and vision; (c) budget and capital; (d) laws and policies; (e) curriculum and instruction; (f) personnel; (g) evaluation of data, programs, students, and teachers; (h) collaboration and consultation; (i) special education programming; (j) organization; (k) professional development; and (l) advocacy. To determine if such training is occurring in elite institutions, 293 professors at University Council for Educational Administration member institutions completed an online survey. Results indicated that relationship building and communication as well as leadership and vision were being taught at the highest percentages. The components of budget and capital, advocacy, and special education programming were incorporated the least. Interestingly, the results showed that the component being required learning in the institution's program or the professor believing the component to be essential for future administrators had little impact on whether it was taught. The major factors in professors regularly teaching a component was their expertise in the area and whether it was part of their research agenda. Advisors/Committee Members: Yates, James R. (advisor).

Subjects/Keywords: UCEA; Administrator preparation; Special education; General education; Administration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cusson, M. M. (2010). Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25921

Chicago Manual of Style (16th Edition):

Cusson, Megan Melanie. “Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.” 2010. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2020. http://hdl.handle.net/2152/25921.

MLA Handbook (7th Edition):

Cusson, Megan Melanie. “Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs.” 2010. Web. 20 Sep 2020.

Vancouver:

Cusson MM. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2010. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/2152/25921.

Council of Science Editors:

Cusson MM. Empirically based components related to students with disabilities in tier I research institutions' educational administration preparation programs. [Doctoral Dissertation]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/25921

2. Williams, Jacob Levi. Administrator perception of threat from students with disabilities and disciplinary decisions.

Degree: PhD, Special Education, 2013, University of Texas – Austin

The disproportionate exposure to exclusionary discipline for students with disabilities is an acknowledged phenomenon. However, a theoretical understanding for this phenomenon is unknown. Recent claims have been made that the disproportionate use of exclusionary discipline for students with disabilities results from a long-standing historical pattern of discrimination. The use of exclusionary discipline for students with disabilities results in the denial of opportunities and services at a more frequent rate than their peers without disabilities. This denial would indicate the possibility of prejudice, a construct understood to arise from the existence of a perception of threat by the ingroup in an intergroup relationship. The purpose of this study was to (a) determine if school administrators hold perceptions of threat from students with disabilities and (b) if a relationship exists between identified threats and disciplinary decisions. A survey measured threat perception, administrators' attitude toward students with disabilities, and administrators' disciplinary action preference in instances involving students with disabilities. It was hypothesized: H1. Perceived realistic threats will have a direct effect on administrator disciplinary decisions. H2. Perceived threats (both realistic and symbolic) will have a direct effect on administrator attitudes towards students with disabilities. H3. Perceived threats (both realistic and symbolic) will have an indirect effect through attitude on administrator disciplinary decisions. Confirmatory factor analysis revealed an acceptable model fit of the four latent variables of realistic and symbolic threat, educational administrator attitude toward students with disabilities, and educational administrator discipline decisions for students with disabilities. An acceptable fit was found for the originally hypothesized structural model, and no improved alternative models were identified. Realistic threat was found to have a significant relationship to educational administrators' disciplinary decisions for students with disabilities. No significant paths were identified for symbolic threat or attitude. Advisors/Committee Members: Pazey, Barbara Lynn, 1951- (advisor), Yates, James R. (advisor).

Subjects/Keywords: Disability; Discipline; Educational administrators; Exclusion; Suspension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, J. L. (2013). Administrator perception of threat from students with disabilities and disciplinary decisions. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21215

Chicago Manual of Style (16th Edition):

Williams, Jacob Levi. “Administrator perception of threat from students with disabilities and disciplinary decisions.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2020. http://hdl.handle.net/2152/21215.

MLA Handbook (7th Edition):

Williams, Jacob Levi. “Administrator perception of threat from students with disabilities and disciplinary decisions.” 2013. Web. 20 Sep 2020.

Vancouver:

Williams JL. Administrator perception of threat from students with disabilities and disciplinary decisions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/2152/21215.

Council of Science Editors:

Williams JL. Administrator perception of threat from students with disabilities and disciplinary decisions. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21215

3. Shelby, Elizabeth. Factors in admission of children to state-administered facilities for people with intellectual disabilities.

Degree: PhD, Special Education, 2013, University of Texas – Austin

Texas houses the largest number of school-aged individuals with intellectual disabilities in state-administered institutions than any other state in the nation. Despite current conditions of legal and procedural constraints on such placements, the number of admissions of school-aged individuals has been increasing in recent years. Prior to conducting this study, a review of literature was completed, which provided an historical overview of the care for people with intellectual disabilities, the damaging effects of institutionalization in all areas of child development, and the reasons for placement of children with intellectual disabilities in institutions was completed. The purpose of the study was to gain an understanding of the decision-making processes involved in the placement of individuals under the age of 22 in Texas state supported living centers and the community services determined as necessary. Surveys were distributed to five groups of individuals who are typically involved in the decision-making process: parents of current residents under age 22 of state supported living centers, Local Authority interdisciplinary team members, local Community Resource Coordination Group interagency members, local County Judges, and the Directors of the state supported living centers. A sixth group surveyed included parents who sought placement for their child in the institution, but accepted Medicaid waiver-funded community-based services instead. Although the families expressed a strong commitment to keep their family member at home as long as possible, the results indicate that the Local Authority for intellectual disability services influences the majority of families' decisions to place their child in the institution as well as a severe lack of appropriate, adequate and accessible community-based services to meet the needs of families. Both parent groups rated improved public school and personal attendant services as the most necessary for the prevention of out-of-home placement. The availability of behavior supports and respite services were viewed by both the parents and the professionals as important in preventing out-of-home placement. Advisors/Committee Members: Bryant, Diane Pedrotty (advisor), Yates, James R. (advisor).

Subjects/Keywords: Children with intellectual disabilities; Out of home placement; Institutions; History of treatment; Texas institutions; Reasons for placement of children with intellectual disabilities; Effect of institutionalization on children with intellectual disabilities; Intellectual disabilities; Mental retardation; Parents of children with intellectual disabilities; Statewide system

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Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Shelby, E. (2013). Factors in admission of children to state-administered facilities for people with intellectual disabilities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21229

Chicago Manual of Style (16th Edition):

Shelby, Elizabeth. “Factors in admission of children to state-administered facilities for people with intellectual disabilities.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2020. http://hdl.handle.net/2152/21229.

MLA Handbook (7th Edition):

Shelby, Elizabeth. “Factors in admission of children to state-administered facilities for people with intellectual disabilities.” 2013. Web. 20 Sep 2020.

Vancouver:

Shelby E. Factors in admission of children to state-administered facilities for people with intellectual disabilities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Sep 20]. Available from: http://hdl.handle.net/2152/21229.

Council of Science Editors:

Shelby E. Factors in admission of children to state-administered facilities for people with intellectual disabilities. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21229

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