dc.contributor.author	Katherman, Harolyn Joy	en
dc.contributor.committeechair	Gillespie, Diane Newkirk	en
dc.contributor.committeemember	Richards, Robert R.	en
dc.contributor.committeemember	Yakimowski-Srebnick, Mary E.	en
dc.contributor.committeemember	Worner, Wayne M.	en
dc.contributor.committeemember	Romano, Lewis D.	en
dc.contributor.department	Educational Leadership and Policy Studies	en
dc.date.accessioned	2014-03-14T20:09:54Z	en
dc.date.adate	1999-04-27	en
dc.date.available	2014-03-14T20:09:54Z	en
dc.date.issued	1998-12-19	en
dc.date.rdate	2000-04-27	en
dc.date.sdate	1999-04-17	en
dc.description.abstract	The purpose of this study was to examine the relationship between professional characteristics and training of building level school administrators in Virginia and their knowledge of special education law. The research question was, to what extent and in what manner can school administrators' knowledge of special education law be explained based upon administrative position, school level, number of special education courses, number of school law courses, and experience? Knowledge of special education law was a total score on a survey instrument developed by Hines (1993) and updated to include eight areas of the 1997 Amendments to IDEA. A second part of the instrument collected information on professional characteristics and training. The survey was mailed to school building administrators throughout Virginia. The subjects in the study were randomly selected from Virginia public K-12 schools. Sampling was stratified by school level and wealth. The data were analyzed using a step-wise regression. Number of special education courses accounted for 4% of the variation in knowledge. Number of school law courses completed also entered into the analysis but had an inverse correlation with knowledge. The average knowledge score for administrators in this study was 18 or 56% correct. Identification of factors which have the greatest influence on principal knowledge of special education law can be used to plan effective preparation of school building administrators. School building administrators who are knowledgeable of special education law can ensure the protection of the rights of disabled students, build positive relationships within the community, and avoid costly litigation.	en
dc.description.degree	Ed. D.	en
dc.identifier.other	etd-041799-133332	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-041799-133332/	en
dc.identifier.uri	http://hdl.handle.net/10919/26951	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	dissert4.pdf	en
dc.relation.haspart	dissert1.pdf	en
dc.relation.haspart	Titlepag.pdf	en
dc.relation.haspart	dissert3.pdf	en
dc.relation.haspart	dissert2.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	School Administrators	en
dc.subject	Individuals With Disabilities Education Act	en
dc.subject	Special Education	en
dc.title	Factors Which Influence School Administrators' Knowledge of Special Education Law	en
dc.type	Dissertation	en
thesis.degree.discipline	Educational Leadership and Policy Studies	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Doctor of Education	en

Factors Which Influence School Administrators' Knowledge of Special Education Law

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