Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students with Disabilities

Autor/inn/en	Monahan, Jessica L.; Lombardi, Allison; Madaus, Joseph; Freeman, Jennifer; Gelbar, Nicholas
Titel	Developing and Validating the College and Career Readiness Teacher Expectation Survey for Students with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 2, S.83-93 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Monahan, Jessica L.) ORCID (Lombardi, Allison) ORCID (Madaus, Joseph) ORCID (Gelbar, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221116311
Schlagwörter	Test Construction; College Readiness; Career Readiness; Students with Disabilities; Test Validity; Teacher Expectations of Students; Learner Engagement; Learning Processes; Critical Thinking; Interpersonal Relationship; General Education; Special Education Teachers; Secondary School Teachers; Teacher Attitudes; Predictor Variables; Individual Characteristics + Suchen Sie Ihr Suchwort? Testaufbau; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Testvalidität; Learning process; Lernprozess; Kritisches Denken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Prädiktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	All students, including those with disabilities, must be college and career ready, which requires high expectations for them (Every Student Succeeds Act, 2015). In this study, we developed and validated the College and Career Readiness Teacher Expectation Survey (CCR-TES), an instrument that measures the postschool expectations that educators have for students with disabilities (SWD). With a sample of 459 educators, we provide initial evidence for strongly correlated factors, highlighting the difficulty in measuring CCR. Results support one general CCR factor, and invariance testing results show the CCR-TES functions similarly for special and general education teachers. Furthermore, results also revealed educators have somewhat low postsecondary expectations for SWD. Implications for teachers, researchers, and policymakers are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01