Search results for: Special education teachers
Page 8/10 97 items
A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers
In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. The authors conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist and difficulties with holding districts accountable for teacher quality provisions.
Updated: Jun. 15, 2010
The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students With Disabilities
The roles and obligations of teacher educators have expanded substantially in recent years. However, the nation continues to face a shortage of faculty who can generate new knowledge about effective practices, and prepare a sufficient supply of new and highly skilled teachers. In this article, the authors discuss the current policy landscape, connections between the shortage of teachers and the shortage of special education faculty, and the role of the federal government in addressing these shortages. The authors conclude with a call for national dialogue—necessary so that the continuing cycle of faculty shortages and resulting shortages of those who directly serve students with disabilities may finally be resolved.
Updated: Jun. 13, 2010
Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics
In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers and 43 students with varying disabilities participated in this study. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.
Updated: Jan. 12, 2010
This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job.
Updated: Dec. 23, 2009
Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. The purpose of this study is to contrast the effects of length of pre-service student teaching received against other variables that exist within a pre-service preparation program. It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year. In addition, none of the effects of aspects of teacher pre-service preparation or teacher or school demographics analyzed had an impact on attrition, when controlling for the number of weeks of student teaching.
Updated: Nov. 24, 2009
This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes.
Updated: Nov. 24, 2009
Instructional Settings in Science for Students with Disabilities: Implications for Teacher Education
This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that nearly all districts reported special education settings for the instruction of science for students with disabilities. However, some districts provided only general education settings.
Updated: Nov. 02, 2009
The author explores the research to practice gap in special education by concentrating on the perceptions and practices of beginning special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. 10 novice special educators participated in this study. The author identifies barriers and facilitating factors.
Updated: Jun. 29, 2009
Can You Hear Me Now? Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training
In this study, the authors investigate whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers (2 men and 13 women) enrolled in a field-based graduate special education teacher preparation program. Overall, trainees view the advanced online technology as a powerful tool for improving the teaching and learning process but report the need for patience and perseverance in both the teachers and the supervisor, as well as teachers' need for constant reassurance.
Updated: May. 13, 2009
Perspectives on Induction of Beginning Special Educators: Research Summary, Key Program Features, and the State of State-Level Policies
The purpose of this article is to offer an analysis of factors related to providing support and guidance to beginning special educators and to recommend directions for research, practice, and policy. The authors summarize the empirical studies pertaining to induction for special educators. They also describe key features of effective programs, summarize state-level policy initiatives and offer recommendations.
Updated: May. 11, 2009