Search results for: Special education teachers
Page 10/10 97 items
General and Special Educators' Predictions of Student Success as a Function of Learner Characteristics and Teacher Experience
This study compared the influence of teacher and learner characteristics on general and special educators' predictions of student success. The sample consisted of 384 general and 384 special education elementary and middle school teachers who reported year of experience and responded to case studies describing a student for whom gender, reading achievement, social behavior, and attentiveness were manipulated experimentally.
Updated: Sep. 28, 2008
This paper provides the first national information specifically on (a) the national demand- supply, and shortage of first-time special education teachers (SETs) in comparison to general education teachers (GETs) as a function of the amount of teacher preparation (i.e., extensive, some, or none), and (b) trends from 1987-88 to 1999-2000 in the national supply of entering and continuing teachers.
Updated: Sep. 25, 2008
The purpose of Project RESTART was to enhance the development and implementation through assessment of a model teacher preparation program that was designed to recruit and retain a pool of highly qualified special education teachers from underrepresented teacher candidate groups. The project was assessed in terms of participant satisfaction, graduation rates, and participants' employment data. Results demonstrated the success of Project RESTART in recruiting and retaining a diverse pool of highly qualified special education teacher candidates, including those from underrepresented groups.
Updated: Sep. 25, 2008
Training teachers to supervise paraeducators is critical to their effective and ethical use in school programs (Drecktrah, 2000; May & Marozas, 1986; Wallace et al., 2001). This project has demonstrated that an online model for delivery of instruction can be developed at one university site and implemented effectively in other preparation programs to increase preservice teachers' and their instructors' knowledge of topics and awareness of issues in supervising paraeducators.
Updated: Jul. 29, 2008
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008
A key factor in successful teacher education is designing activities that promote attainment of instructional objectives. However, in online teacher education there is little evidence regarding the types of activities that can be used to achieve specific objectives and variation from class to class while providing effective instruction. This study examined 6 online activities focused on the types of objectives instructors often set in teacher education coursework. The activities were evaluated in an online graduate methods course.
Updated: Jul. 21, 2008
Developing Collaboration Skills in Pre-service Teachers: A Partnership Between General and Special Education
Today's general and special educators must develop skills as collaborative educators to educate children with disabilities. This article explores this collaborative relationship, discusses implications for change in teacher preparation, and describes one teacher education seminar designed to provide prospective general and special educators with opportunities to practice essential skills of collaboration.
Updated: Jul. 20, 2008