Gifted Education Exposure in Introductory Special Education
Transcript Of Gifted Education Exposure in Introductory Special Education
The University of Southern Mississippi
The Aquila Digital Community
Dissertations Summer 8-2008
Gifted Education Exposure in Introductory Special Education Texts: Quantitative Text Content Analysis
Sandra Kay Hansen Wentworth University of Southern Mississippi
Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Gifted Education Commons, Other Teacher Education and Professional Development
Commons, Special Education Administration Commons, and the Special Education and Teaching Commons
Recommended Citation Wentworth, Sandra Kay Hansen, "Gifted Education Exposure in Introductory Special Education Texts: Quantitative Text Content Analysis" (2008). Dissertations. 1163. https://aquila.usm.edu/dissertations/1163
This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]
The University of Southern Mississippi GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by
Sandra Kay Hansen Wentworth A Dissertation
Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy Approved:
August 2008
COPYRIGHT BY SANDRA KAY HANSEN WENTWORTH
2008
The University of Southern Mississippi GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by
Sandra Kay Hansen Wentworth Abstract of a Dissertation
Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy
August 2008
ABSTRACT GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by Sandra Kay Hansen Wentworth August 2008
This present study was designed to examine and compare 10 introductory special education textbooks used in mandatory introductory special education courses. The percentage of text devoted to gifted education chapters in comparison to specific learning disabilities, behavior disorders, mental retardation, autism spectrum disorders, and speech/language/communication disorders was explored for statistically significant differences. Paired samples t tests were conducted to analyze the data. A statistically significant difference was found between the coverage of gifted education and autism spectrum disorders among the 10 examined texts. No other significant statistical findings were found between various exceptionalities among the 10 examined texts. The prevalence and comparison of pedagogical features incorporated into gifted chapters of the 10 examined texts confirmed an average of 12 pedagogical features among the texts, and 40% of the features appeared in 80% of the examined texts. The prevalence and comparison of key terms incorporated into gifted chapters in the 10 examined texts confirmed an average of 14 key terms among the texts, and only six key terms appeared in five or more of the examined texts. Conclusions and recommendations for future practice and research are included.
u
ACKNOWLEDGMENTS I would like to express my thanks to the individuals who have contributed to the attainment of my lifelong goal. First and foremost to Dr. Frances A. Karnes, my mentor and chairperson, who would challenge me to take one step at a time. To each of my committee members, Dr. J. T. Johnson, Dr. Perrin Lowrey, Dr. Marilyn Foxworth, and Dr. David Walker, my sincerest gratitude and heartfelt thanks. To my parents, Gene and Arlene Hansen, who understood that teaching was the correct career path for me and supported my decision in every way. To my sister, Deb, who was my biggest cheerleader. And, finally, thanks to my two daughters, Brittany and Alex, who have been with me every step of the way in this endeavor. I dedicate my dissertation and degree to both of you, my children. Remember, it is never too late.
in
TABLE OF CONTENTS
ABSTRACT
ii
ACKNOWLEDGMENTS
iii
LIST OF TABLES
vi
CHAPTER
I. INTRODUCTION
1
Background and Importance of the Study
Statement of the Problem Purpose of the Study Hypotheses Theoretical Framework Delimitations Assumptions Definition of Terms
II. REVIEW OF THE LITERATURE
17
Introduction Content Analysis: History and Uses Content Analysis: Definitions Content Analysis: Quantitative vs. Qualitative Text Content Analysis: Advanced Course Textbooks Text Content Analysis: Advanced Course vs. Introductory Texts Text Content Analysis: Introductory Course Texts First Editions: Introduction to Special Education Textbooks
III. METHODOLOGY
42
Design Method of Textbook Selection Textbooks Selected for the Study Rater A and Rater B Information Data Collection/Data Analysis/Procedure
iv
IV. RESULTS
52
Introduction Test of Hypotheses Additional Findings
V. SUMMARY AND CONCLUSIONS
78
Purpose Summary of Procedures Summary of Major Findings Discussion Recommendations for Practice Recommendations for Future Research
REFERENCES
88
VITA
99
v
LIST OF TABLES
Table
1. Alphabetical by Author Name Textbook Listings
54
2. Textbooks Sales Rankings Table and Release Date
55
3. Random Order of Text Review by Raters
57
4. Chapter Line Counts for Texts
58
5. Percentage of Text Coverage for Various Exceptionalities
61
6. Coverage of Gifted Education in Texts
62
7. Posttest Comparison of Means Gifted and Specific Learning Disabilities
Coverage
64
8. Posttest Comparison of Means Gifted and Behavior Disorders Coverage
64
9. Posttest Comparison of Means Gifted and Mental Retardation Coverage
66
10. Posttest Comparison of Means Gifted and Autism Coverage
66
11. Posttest Comparison of Mean Gifted and Speech/Language/Communication
Disorders
68
12. Placement of Gifted Chapters in Introductory Special Education Textbooks . . . 69
13. Pedagogical Features Incorporated Into Gifted Chapters
71
14. Comparison of Pedagogical Features Among the 10 Examined Textbooks . . . . 72
15. 10 Pedagogical Features Found in 80 to 100% of Textbooks
73
16. 10 Pedagogical Features Found in Less Than 80% of Textbooks
74
17. Prevalence and Comparison of Pedagogical Features Incorporated Into
Gifted Education Chapters in Various Introductory Textbooks: Key Terms
Totals by Author
76
18. Key Terms Appearing in Five or More of the Textbooks
76
VI
The Aquila Digital Community
Dissertations Summer 8-2008
Gifted Education Exposure in Introductory Special Education Texts: Quantitative Text Content Analysis
Sandra Kay Hansen Wentworth University of Southern Mississippi
Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Gifted Education Commons, Other Teacher Education and Professional Development
Commons, Special Education Administration Commons, and the Special Education and Teaching Commons
Recommended Citation Wentworth, Sandra Kay Hansen, "Gifted Education Exposure in Introductory Special Education Texts: Quantitative Text Content Analysis" (2008). Dissertations. 1163. https://aquila.usm.edu/dissertations/1163
This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]
The University of Southern Mississippi GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by
Sandra Kay Hansen Wentworth A Dissertation
Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy Approved:
August 2008
COPYRIGHT BY SANDRA KAY HANSEN WENTWORTH
2008
The University of Southern Mississippi GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by
Sandra Kay Hansen Wentworth Abstract of a Dissertation
Submitted to the Graduate Studies Office of The University of Southern Mississippi in Partial Fulfillment of the Requirements
for the Degree of Doctor of Philosophy
August 2008
ABSTRACT GIFTED EDUCATION EXPOSURE IN INTRODUCTORY SPECIAL EDUCATION
TEXTS: QUANTITATIVE TEXT CONTENT ANALYSIS by Sandra Kay Hansen Wentworth August 2008
This present study was designed to examine and compare 10 introductory special education textbooks used in mandatory introductory special education courses. The percentage of text devoted to gifted education chapters in comparison to specific learning disabilities, behavior disorders, mental retardation, autism spectrum disorders, and speech/language/communication disorders was explored for statistically significant differences. Paired samples t tests were conducted to analyze the data. A statistically significant difference was found between the coverage of gifted education and autism spectrum disorders among the 10 examined texts. No other significant statistical findings were found between various exceptionalities among the 10 examined texts. The prevalence and comparison of pedagogical features incorporated into gifted chapters of the 10 examined texts confirmed an average of 12 pedagogical features among the texts, and 40% of the features appeared in 80% of the examined texts. The prevalence and comparison of key terms incorporated into gifted chapters in the 10 examined texts confirmed an average of 14 key terms among the texts, and only six key terms appeared in five or more of the examined texts. Conclusions and recommendations for future practice and research are included.
u
ACKNOWLEDGMENTS I would like to express my thanks to the individuals who have contributed to the attainment of my lifelong goal. First and foremost to Dr. Frances A. Karnes, my mentor and chairperson, who would challenge me to take one step at a time. To each of my committee members, Dr. J. T. Johnson, Dr. Perrin Lowrey, Dr. Marilyn Foxworth, and Dr. David Walker, my sincerest gratitude and heartfelt thanks. To my parents, Gene and Arlene Hansen, who understood that teaching was the correct career path for me and supported my decision in every way. To my sister, Deb, who was my biggest cheerleader. And, finally, thanks to my two daughters, Brittany and Alex, who have been with me every step of the way in this endeavor. I dedicate my dissertation and degree to both of you, my children. Remember, it is never too late.
in
TABLE OF CONTENTS
ABSTRACT
ii
ACKNOWLEDGMENTS
iii
LIST OF TABLES
vi
CHAPTER
I. INTRODUCTION
1
Background and Importance of the Study
Statement of the Problem Purpose of the Study Hypotheses Theoretical Framework Delimitations Assumptions Definition of Terms
II. REVIEW OF THE LITERATURE
17
Introduction Content Analysis: History and Uses Content Analysis: Definitions Content Analysis: Quantitative vs. Qualitative Text Content Analysis: Advanced Course Textbooks Text Content Analysis: Advanced Course vs. Introductory Texts Text Content Analysis: Introductory Course Texts First Editions: Introduction to Special Education Textbooks
III. METHODOLOGY
42
Design Method of Textbook Selection Textbooks Selected for the Study Rater A and Rater B Information Data Collection/Data Analysis/Procedure
iv
IV. RESULTS
52
Introduction Test of Hypotheses Additional Findings
V. SUMMARY AND CONCLUSIONS
78
Purpose Summary of Procedures Summary of Major Findings Discussion Recommendations for Practice Recommendations for Future Research
REFERENCES
88
VITA
99
v
LIST OF TABLES
Table
1. Alphabetical by Author Name Textbook Listings
54
2. Textbooks Sales Rankings Table and Release Date
55
3. Random Order of Text Review by Raters
57
4. Chapter Line Counts for Texts
58
5. Percentage of Text Coverage for Various Exceptionalities
61
6. Coverage of Gifted Education in Texts
62
7. Posttest Comparison of Means Gifted and Specific Learning Disabilities
Coverage
64
8. Posttest Comparison of Means Gifted and Behavior Disorders Coverage
64
9. Posttest Comparison of Means Gifted and Mental Retardation Coverage
66
10. Posttest Comparison of Means Gifted and Autism Coverage
66
11. Posttest Comparison of Mean Gifted and Speech/Language/Communication
Disorders
68
12. Placement of Gifted Chapters in Introductory Special Education Textbooks . . . 69
13. Pedagogical Features Incorporated Into Gifted Chapters
71
14. Comparison of Pedagogical Features Among the 10 Examined Textbooks . . . . 72
15. 10 Pedagogical Features Found in 80 to 100% of Textbooks
73
16. 10 Pedagogical Features Found in Less Than 80% of Textbooks
74
17. Prevalence and Comparison of Pedagogical Features Incorporated Into
Gifted Education Chapters in Various Introductory Textbooks: Key Terms
Totals by Author
76
18. Key Terms Appearing in Five or More of the Textbooks
76
VI