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Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students with Disabilities

التفاصيل البيبلوغرافية
العنوان: Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students with Disabilities
اللغة: English
المؤلفون: Monahan, Jessica L. (ORCID 0000-0001-7910-3667), Lombardi, Allison (ORCID 0000-0002-7254-8820), Madaus, Joseph (ORCID 0000-0003-0248-0629), Freeman, Jennifer, Gelbar, Nicholas (ORCID 0000-0002-7734-2207)
المصدر: Career Development and Transition for Exceptional Individuals. May 2023 46(2):83-93.
الإتاحة: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
تاريخ النشر: 2023
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Test Construction
College Readiness
Career Readiness
Students with Disabilities
Test Validity
Teacher Expectations of Students
Learner Engagement
Learning Processes
Critical Thinking
Interpersonal Relationship
General Education
Special Education Teachers
Secondary School Teachers
Teacher Attitudes
Predictor Variables
Individual Characteristics
DOI: 10.1177/21651434221116311
تدمد: 2165-1434
2165-1442
مستخلص: All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed.
Abstractor: As Provided
Entry Date: 2023
رقم الأكسشن: EJ1376580
قاعدة البيانات: ERIC
الوصف
تدمد:2165-1434
2165-1442
DOI:10.1177/21651434221116311