Principals' qualifications in special education and students with and at risk for disabilities' reading achievement growth in kindergarten

Basit Öğe Kaydı
dc.authoridGUREL, SUNGUR/0000-0003-3425-858X
dc.authoridLeite, Walter/0000-0001-7655-5668
dc.contributor.authorBettini, Elizabeth
dc.contributor.authorGurel, Sungur
dc.contributor.authorPark, Yujeong
dc.contributor.authorLeite, Walter
dc.contributor.authorMcLeskey, James
dc.date.accessioned2024-12-24T19:28:11Z
dc.date.available2024-12-24T19:28:11Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractTo effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals' qualifications in special education and in reading predicted struggling readers' and students with disabilities' reading achievement growth in kindergarten. We found no effects; principals' coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities.
dc.identifier.doi10.1080/09362835.2017.1351367
dc.identifier.endpage31
dc.identifier.issn0936-2835
dc.identifier.issn1532-7035
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85029907162
dc.identifier.scopusqualityQ2
dc.identifier.startpage18
dc.identifier.urihttps://doi.org/10.1080/09362835.2017.1351367
dc.identifier.urihttps://hdl.handle.net/20.500.12604/6946
dc.identifier.volume27
dc.identifier.wosWOS:000455889200002
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofExceptionality
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241222
dc.titlePrincipals' qualifications in special education and students with and at risk for disabilities' reading achievement growth in kindergarten
dc.typeArticle

Dosyalar

Koleksiyon

WOS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu