{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80375"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80375","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Impact of a Survey of Exceptionalities and Mainstreaming Course on the Perceived/knowledge of Preservice General Education Teachers at a Midwestern Teacher Education Institution","abstract":"Results suggest that the survey of exceptionalities course and mainstreaming course had a statistically significant impact on the perceived knowledge of preservice general educators; however preservice general educators enrolled in the survey of exceptionalities course perceived themselves as having more knowledge and greater change in knowledge than preservice general educators enrolled in the mainstreaming course. Additionally, a minimal relationship existed between change in perceived knowledge and perceived instructional time, with the exception of the topics of causes and prevention and effective teaching. Responses from the open-ended survey questions and focus groups substantiated the perceived need for more knowledge and instructional time on the topics of characteristics of students with disabilities and effective teaching.","abstract_html":"Results suggest that the survey of exceptionalities course and mainstreaming course had a statistically significant impact on the perceived knowledge of preservice general educators; however preservice general educators enrolled in the survey of exceptionalities course perceived themselves as having more knowledge and greater change in knowledge than preservice general educators enrolled in the mainstreaming course. Additionally, a minimal relationship existed between change in perceived knowledge and perceived instructional time, with the exception of the topics of causes and prevention and effective teaching. Responses from the open-ended survey questions and focus groups substantiated the perceived need for more knowledge and instructional time on the topics of characteristics of students with disabilities and effective teaching.","abstract_has_math":false,"creators":["Hooser, Christy Mandrell"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Karl Koenke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:48Z","date_published":"2015-09-25T19:56:48Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9955626"],"render_values":[{"text":"(MiAaPQ)AAI9955626","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80375","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karl Koenke"]},{"key":"dc:creator","label":"Author","values":["Hooser, Christy Mandrell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:48Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80375","(MiAaPQ)AAI9955626"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Results suggest that the survey of exceptionalities course and mainstreaming course had a statistically significant impact on the perceived knowledge of preservice general educators; however preservice general educators enrolled in the survey of exceptionalities course perceived themselves as having more knowledge and greater change in knowledge than preservice general educators enrolled in the mainstreaming course. Additionally, a minimal relationship existed between change in perceived knowledge and perceived instructional time, with the exception of the topics of causes and prevention and effective teaching. Responses from the open-ended survey questions and focus groups substantiated the perceived need for more knowledge and instructional time on the topics of characteristics of students with disabilities and effective teaching.","Made available in DSpace on 2015-09-25T19:56:48Z (GMT). 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Additionally, a minimal relationship existed between change in perceived knowledge and perceived instructional time, with the exception of the topics of causes and prevention and effective teaching. Responses from the open-ended survey questions and focus groups substantiated the perceived need for more knowledge and instructional time on the topics of characteristics of students with disabilities and effective teaching.","Made available in DSpace on 2015-09-25T19:56:48Z (GMT). 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