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dc.contributor.advisorMcCarthy, Jeanne M.en_US
dc.contributor.authorHarris, Martha Jane, 1949-
dc.creatorHarris, Martha Jane, 1949-en_US
dc.date.accessioned2013-04-18T09:48:35Z
dc.date.available2013-04-18T09:48:35Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/282490
dc.description.abstractFirst, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Teacher Training.en_US
dc.titleLeadership preparation in early childhood special educationen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9814371en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education and Rehabilitationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b37741615en_US
refterms.dateFOA2018-08-13T16:05:15Z
html.description.abstractFirst, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.


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