Search results for: Special education teachers
Page 4/10 97 items
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating TPACK Framework into the Curriculum: A Study of Teachers’ Perceptions
This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The findings revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course.
Updated: Aug. 25, 2014
Creating Inclusive, Literacy-Embedded Play Centers in a Children’s Museum: Connecting Theory to Practice
This article discusses how preservice teachers connected theory to practice in a service learning project that provided an additional field opportunity. Through this experience, teacher candidates connected theory to practice by creating inclusive, literacy-embedded play centers (LEPC) for a local children’s museum. This study describes how the preservice teachers designed and developed LEPC in a community setting while reflecting upon the connections made between theory and practice. Specifically, they were able to name and describe the domains of learning, aspects of play, and principles of inclusive, literacy-embedded play centers.
Updated: Jul. 21, 2014
Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training
In this study, the authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. Positive findings are shown across seven of the eight studies. Teacher-specific behaviors do improve after receiving performance feedback. However, the change in these behaviors was not consistent across all studies.
Updated: Jul. 20, 2014
This article reviews 17 studies, which investigated course delivery methods for preparing special education teachers. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors.
Updated: Jun. 25, 2014
In this evaluation, quality indicators were used to determine whether video analysis is an evidence-based practice for developing special education pre-service and in-service teachers. Significant findings supported video analysis across all seven studies, and the overall quality of the published research suggests video analysis is a promising practice.
Updated: Apr. 13, 2014
In this study, the authors investigate whether the sequence of instruction for Content Acquisition Podcasts (CAPs) exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning.
Updated: Apr. 13, 2014
Learning While Teaching: A Case Study of Beginning Special Educators Completing a Master of Arts in Teaching
The purpose of this study was to understand how the extent to which the program was implemented, the participants’ background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities. The researcher also examined the teachers’ sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers.
Updated: Mar. 19, 2014
There is difficulty finding induction-level mentors that possess similar or the same teaching credentials or teaching assignments as mentees in the same schools or geographical regions, due to the various skill-levels of beginning special education teachers in schools and the small number of current special educators in each school who could serve as mentors. This article presents the findings from research using a mixed methods design investigating novice special education teacher knowledge of professional competencies and the participant’s perceptions of effectiveness of induction-level mentoring through the pilot use of an electronic mentoring program.
Updated: Mar. 18, 2014
Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses
This study evaluates the effectiveness of a modified pyramidal training procedure. The participants in this training procedure were special education program coordinators, who were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data.
Updated: Mar. 17, 2014
This article reports on a study aimed to identify aspects of university coursework and assigned field experiences that contribute to teachers' ability to define, identify, and implement inclusion. The participants were 125 preservice elementary, secondary, and special education teachers who completed a self-report survey. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students’ real-world field experience observations of inclusion.
Updated: Mar. 17, 2014