Qualitative Analysis Essay
Research Analysis 3-1
Mason-Williams, L. (2015). Unequal opportunities: A profile of the distribution of special education teachers. Exceptional Children, 81(2), 247-262.
Problem/Purpose
This article is based on empirical evidence of the shortage of highly qualified special education teachers which is hindering the learning of children placed in special needs classrooms where there are high rates of school poverty. Mason-Williams (2015) asserted that Special education teachers are needed in the schools located in certain geographic areas with high poverty rates (p. 248), thus, the purpose of the study was to:
1. Develop a descriptive profile of the qualifications and preparations needed for the sample of qualified, prepared special education …show more content…
Please note that the sample was excluded short term substitute teachers, teacher’s aides, or student teachers. In addition the analysis did not include respondents who indicated positions as administrators (n = 11), library media specialists (n = 1), other professional staff (n = 176), or support staff (n = 4), even if they indicated a main teaching assignment in special education.
Data Collection Techniques
The data collection was gathered from a secondary data set. The secondary data source was from the 2003–2004 National Center for Education Statistics of the Schools and Staffing Survey (SASS: 04), which provides valuable information about the roles, responsibilities, and qualifications of a sample of teachers in the United States. Please note that used data was primarily collected in the Teacher Questionnaire (TQ) and the School Questionnaire portion of the SASS design. …show more content…
Mason-Williams (2015) connects the established Supreme Court case decision of the Hendrick Hudson Central School District v. Rowley (1982), to demonstrate that FAPE has been redefined to include highly qualified teachers. This conclusion of reasoning connects the SET’s adequate qualifications or preparation to student achievement that includes access and progress to an equitable education curriculum by qualified teachers. Thereby, the findings within this article have provided empirical evidence that support the connection of students with disabilities having limited access to FAPE when teacher quality and preparedness is decreased when a student is attending a low-high poverty
Mason-Williams, L. (2015). Unequal opportunities: A profile of the distribution of special education teachers. Exceptional Children, 81(2), 247-262.
Problem/Purpose
This article is based on empirical evidence of the shortage of highly qualified special education teachers which is hindering the learning of children placed in special needs classrooms where there are high rates of school poverty. Mason-Williams (2015) asserted that Special education teachers are needed in the schools located in certain geographic areas with high poverty rates (p. 248), thus, the purpose of the study was to:
1. Develop a descriptive profile of the qualifications and preparations needed for the sample of qualified, prepared special education …show more content…
Please note that the sample was excluded short term substitute teachers, teacher’s aides, or student teachers. In addition the analysis did not include respondents who indicated positions as administrators (n = 11), library media specialists (n = 1), other professional staff (n = 176), or support staff (n = 4), even if they indicated a main teaching assignment in special education.
Data Collection Techniques
The data collection was gathered from a secondary data set. The secondary data source was from the 2003–2004 National Center for Education Statistics of the Schools and Staffing Survey (SASS: 04), which provides valuable information about the roles, responsibilities, and qualifications of a sample of teachers in the United States. Please note that used data was primarily collected in the Teacher Questionnaire (TQ) and the School Questionnaire portion of the SASS design. …show more content…
Mason-Williams (2015) connects the established Supreme Court case decision of the Hendrick Hudson Central School District v. Rowley (1982), to demonstrate that FAPE has been redefined to include highly qualified teachers. This conclusion of reasoning connects the SET’s adequate qualifications or preparation to student achievement that includes access and progress to an equitable education curriculum by qualified teachers. Thereby, the findings within this article have provided empirical evidence that support the connection of students with disabilities having limited access to FAPE when teacher quality and preparedness is decreased when a student is attending a low-high poverty