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dc.contributor.advisorWatkins, Paul J.eng
dc.contributor.authorMyers, Paul D.eng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on March 4, 2013).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Paul Watkinseng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.description"December 2012"eng
dc.description.abstractThe purpose of the study was to examine the implementation of a special education program designed to support students with autism and social/emotional disturbances in a large, suburban school district. The study examined how services are delivered to students, staffing/personnel aspects, and budgetary considerations relative to programming. Consistent with Rossi, Lipsey, and Freeman (2004), a process evaluation model allowed analysis of provisions specific to program implementation within the Midwest Transition Academy. The study was considered through the lens of social justice leadership theory in terms of how leaders address subgroups within the typical public school environment (Theoharis, 2007). The findings identified in the study highlight a program that was meeting students' needs, but struggling to facilitate communication between stakeholder groups. Although environmental structures and financial supports were identified as positive, there were concerns about Transition Academy personnel feeling isolated from other district personnel. The findings also indicated that the program model was effective from a financial viewpoint. Concerns related to staff attrition suggested improvements in procedural, communication, and supervisory elements are essential to improving program continuity in the future.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentviii, 127 pageseng
dc.identifier.oclc872569174eng
dc.identifier.urihttps://doi.org/10.32469/10355/33093eng
dc.identifier.urihttps://hdl.handle.net/10355/33093
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjectspecial education programeng
dc.subjectprogram implementationeng
dc.subjectsocial justice leadership theoryeng
dc.titleMidwest school district Transition Academy : a qualitative, process evaluation of a program for students with autism spectrum disorders or emotional disturbanceseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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