Schnittger, Edward J.2014-03-142014-03-141991etd-09202005-091009http://hdl.handle.net/10919/39426The study addressed three basic problems. First, the effectiveness of incumbent special education administrators in Virginia had not been assessed. Second, the qualifications of incumbent special education administrators in Virginia had not been determined. Third, requirements for special education administrators in Virginia had not been developed, despite the recommendation of Berquist, et al., (1987) following their evaluation study of special education programming across the state. The study was designed to assess effectiveness by gathering perceptions of the quality of the knowledge and skills demonstrated by special education administrators. The study was designed to gather information on special education administrator's status in regard to two standard qualifications for positions in educational agencies, i.e., endorsement(s) held and amount of position-specific coursework taken. The study was designed to generate recommendations regarding requirements for special education administrators based upon the results of an analysis of effectiveness (demonstrated knowledge or demonstrated skill) by qualifications (endorsement and coursework [in administration and supervision of special education]).viii,151 leavesBTDapplication/pdfenIn CopyrightLD5655.V856 1991.S347School administrators -- Rating ofSpecial education teachers -- Rating ofSpecial educationDissertationhttp://scholar.lib.vt.edu/theses/available/etd-09202005-091009/