期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2016
卷号：11
期号：2
DOI：10.22230/ijepl.2016v11n2a649
语种：English
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.
其他摘要：The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.
