Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers
Master of Social Work (MSW)
From its inception in 2001, the No Child Left Behind Act (NCLB) has been the subject of much debate among politicians, educators, researchers, and citizens. Much discussion has related to how NCLB affects students and their teachers in the classroom. This study examines NCLB’s direct impact on special education teachers in the East Baton Rouge parish school district of Louisiana by measuring different aspects of their satisfaction levels. Overall job satisfaction is measured using the Brayfield-Rothe Job Satisfaction Index (1951). Specific aspects of job satisfaction are measured using an abbreviated form of the Job Diagnostic Survey (Hackman & Oldham, 1975) and the satisfaction portion of a survey employed by Zembylas and Papanastasiou (2005), both slightly tailored to elicit answers pertinent to NCLB. Quantitative and qualitative questions directly related to NCLB are asked to explore the relationship between the legislation and special education, its teachers, and its students.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Abel, Joseph Martin, "Leaving special educators behind?: an analysis of the No Child Behind Act and its impact on special education teachers" (2009). LSU Master's Theses. 1711.
Allen, Priscilla D.