Date of Award

1-1-2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (xiii, 71 pages) : 1 illustration

Dissertation/Thesis Chair

Deborah May

Committee Members

Jane Domaracki, Dianna Newman

Keywords

Admissions Process, Knowledge, Performance, Special Education, Teacher Preparation, Special education, Special education teachers, Universities and colleges

Subject Categories

Higher Education | Special Education and Teaching | Teacher Education and Professional Development

Abstract

The need for well-prepared special education teachers has made it important to examine how to best select candidates for special education teacher education programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study used archival data from 148 students to investigate the relationships among multiple pre-admission variables from both applications and on-site admission tasks (including undergraduate GPA, reference ratings, interview ratings, writing sample and math assessment scores and a role play teaching situation rating) and outcome variables. These outcome variables were related to student performance from practica and portfolio ratings, using the Framework for Teaching (Danielson, 1996) domains at various points, as well as graduation GPA. The students were from two different graduate programs: a one year program for students who already held childhood certification, and a two year program for students who did not. Results indicated significant positive and negative correlations for the total sample, as well as for the one year, and two year cohorts. Significant correlations and differences between the cohorts are discussed. Recommendations for future research are presented.

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