联邦领导层对特殊教育准入、问责和循证实践时代的看法和作用

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2023-07-05 DOI:10.1177/00224669231181643

Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Broughton

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引用次数: 0

摘要

本文是从曾在前美国教育办公室和后来的美国教育部担任特殊教育和康复服务办公室助理部长和特殊教育项目办公室主任或同等职位的人的角度对联邦在特殊教育中的领导作用进行案例研究的一部分。本案例研究涵盖了从乔治·W·布什政府到巴拉克·奥巴马总统执政的前4年（2000-2012年）的时间段。在此期间，政府对教育的干预达到了顶峰，2001年通过了《不让一个孩子掉队》，并将《残疾人教育法》重新授权为2004年的《残疾人教育改善法》。参与者详细介绍了他们的（a）职业和任命，（b）教育残疾学生的愿景，（c）变革理论，（d）政治和经济限制，（e）宣传，以及（f）对过去、现在和未来的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Federal Leadership Perspectives and Role on the Era of Access, Accountability, and Evidence-Based Practices in Special Education

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. This case study covers the time period from the George W. Bush administration and lasting through the first 4 years of President Barack Obama’s administration (2000–2012). During this time, government intervention in education reached its zenith with the passage of No Child Left Behind in 2001 and the reauthorization of the Individuals with Disabilities Education Act as the Individuals with Disabilities Education Improvement Act of 2004. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

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来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.