An Empirical Study of Non-contracted for Contact Time: A Year, A Course, A Professor, and A Cohort of University Students

By Warnie James Richardson.

Published by Journal of the World Universities Forum

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Article: Print $US10.00
Article: Electronic $US5.00

This research endeavors to chronicle the informal anecdotal evidence collected over the last ten years, both in national and international settings, that indicates that many pre-service special education professors devote a considerable amount of time to their students outside of regularly scheduled classroom or office hours. Hence, throughout the last academic year which ran for 31 weeks, this study explored, documented, and quantified, outside of regular classroom or office hours, the number of contacts, the type of contacts, the general reason(s) for contact, and the length of time required for contact between students currently enrolled in a Bachelor of Education program, or former graduates of the Bachelor of Education program, and their special education professor. Among the findings, 215 contacts were delineated, totaling 98 contact hours. Reasons for contact generally fell into nine broad categories, however, allaying fears in dealing with special educational issues in the fully inclusionary classroom and/or discussing personal matters that were first raised within the general parameters of the pre-service special education course, were two significant factors noted within these contacts. Although it is the researcher’s belief that the results of this study are largely generalizable to most pre-service special education professors beyond a particular country, state, province, university, or professor, that, of course, is left for future studies to more fully determine.

Keywords: Pre-service Education, Contact Time, Professor, Students, Faculty of Education, Special Education

Journal of the World Universities Forum, Volume 5, Issue 1, pp.115-138. Article: Print (Spiral Bound). Article: Electronic (PDF File; 340.764KB).

Dr. Warnie James Richardson

Professor, Faculty of Education, Nipissing University, North Bay, Ontario, Canada

Dr. Warnie Richardson is a Professor of Educational Psychology and Special Education at Nipissing University in North Bay, Ontario, Canada. His doctoral work and most of his writing to date have focused on the life experiences of juvenile delinquents and the incredible resiliency of at-risk or marginalized adolescents. Prior to arriving at Nipissing, he was a Special Education teacher/educational assessor for sixteen years, all in very hard-to-serve educational environments in both Canada and the Caribbean.


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