Search results for: Special education teachers
Page 2/10 99 items
How Do Professional Learning Communities Aid and Hamper Professional Learning of Beginning Teachers Related to Differentiated Instruction?
This study explores how professional learning communities (PLCs) can enhance beginning teachers’ professional learning in differentiated instruction (DI). Furthermore, it examines how structural and cultural school conditions foster the development of PLCs in the schools’ organization. A comparative analysis was carried out in three schools with high (case A), medium (case B), and low (case C) levels of beginning teachers’ professional learning in DI.The analysis indicated that the three cases could be situated at different stages of PLC development. The authors can situate case C in the ‘beginning stage’, case B can be allocated to the ‘evolving stage’, and case A can be assigned to the ‘mature stage’. Furthermore, the authors found that organizational structures and cultural school conditionsin these three cases were related to different stages of developing PLC.
Updated: Aug. 13, 2017
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Updated: May. 11, 2017
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
This study examines special education intern teachers’ perceived levels of teaching efficacy and the important roles of teaching resources, teachers’ backgrounds, and support from school districts, teacher preparation programs, and pupils’ parents. The findings reveal that the relationship between the quality of support and the level of personal teaching efficacy (PTE) was statistically significant for intern teachers. The authors explain that teaching context in the form of lack of support from school districts, lack of resources, and heavy workloads present grave perils to teachers’ self-efficacy and can weaken the ultimate success of special education teachers. Low levels of self-efficacy combined with increased stress brought about by the emphasis on test scores can contribute to teacher burnout and high rates of attrition for special education intern teachers.
Updated: Apr. 25, 2017
This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.
Updated: Mar. 27, 2017
The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, this paper concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.
Updated: Jan. 31, 2017
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Updated: Jan. 30, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
“That’s My Job”: Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
This study aims to understand special education teachers’ beliefs regarding their roles and responsibilities. The goal of this study is also to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument. Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs.
Updated: Jan. 29, 2017
The purpose of the study was to determine the particular preservice and in-service variables that best explained variations in the participants’ confidence and competence beliefs. The findings reveal that preservice preparedness to work with young children and their families, and in-service types of types of training activities were important predictors of self-efficacy beliefs.
Updated: Sep. 20, 2015
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use
This study examines preservice teachers’ preferences in relation to mathematics video cases that integrate tools. The study revealed two primary clusters and minor third cluster. The first cluster indicated that preservice teachers are concerned about the integrated teaching of multiple subjects with mathematics and the use of visuals to facilitate teaching and catch students’ attention. In the second cluster, preservice teachers recognized elements that would facilitate their own teaching, making clear connections between theory and practice and lesson preparation guidelines. The third cluster focused on technical issues of the distribution of educational materials and could be linked to an emerging issue of curricular materials and ways to use it in mathematics teaching.
Updated: Aug. 03, 2015