Secondary Special Education Teachers' Attitudes Toward Extended School Year Calendars

Author

Stephanie Elizabeth Kidd, Longwood University

Date of Award

5-3-1995

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Linda R. Tennison, Ph.D.

Third Advisor

Nancy H. Vick, Ed.D.

Abstract

This researcher conducted a study in four traditional school year calendar districts to determine teachers' attitudes towards extending the school year. All special education teachers and a randomly selected sample of regular education teachers from the middle and high schools from each school district were surveyed. A researcher-made survey was constructed using a Likert scale. Questions were constructed to obtain information about their own feelings toward extended school year program s and how their students might benefit from these services. Results were categorized as either regular or special education. A t-test was conducted to determine any significant differences between the two categories. A one-way analysis of variance and a Newman­ Keuls was used to detect any significant differences among the special education teachers (e.g. learning disabled , mentally retarded , and emotionally disturbed). Using these statistical tests, several significant differences were found.

Recommended Citation

Kidd, Stephanie Elizabeth, "Secondary Special Education Teachers' Attitudes Toward Extended School Year Calendars" (1995). Theses & Honors Papers. 303.
https://digitalcommons.longwood.edu/etd/303