Parent knowledge, efficacy, and involvement in special education decision-making /
This study examined the relationships among parental efficacy, knowledge, and involvement regarding the special education process. The Hoover-Dempsey and Sandler (1995) model was used as a theoretical model for this study. Sixty-four parents of children with disabilities being served by the special...
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=765051441&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study examined the relationships among parental efficacy, knowledge, and involvement regarding the special education process. The Hoover-Dempsey and Sandler (1995) model was used as a theoretical model for this study. Sixty-four parents of children with disabilities being served by the special education system in Texas were surveyed. The survey consisted of four sections: involvement, efficacy, knowledge and demographics. Parents were contacted by phone and asked to respond to a series of questions. Results found that highly involved parents exhibit high levels of efficacy and high levels of involvement. However no significant relationship was found between the variables of involvement, efficacy, and knowledge despite previous studies that found efficacy and knowledge to be positive predictors for parental involvement (Coots, 1998: Hoover-Dempsey and Sandler, 1995). The truncated range of responses and the restricted sample considerably limited the statistical findings in this study. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | ix, 97 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 73-82). |