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Showing 1 to 15 of 26 results Save | Export
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Klopfer, Kristina M.; Scott, Katreena; Jenkins, Jennifer; Ducharme, Joe – Teacher Education and Special Education, 2019
Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education…
Descriptors: Preservice Teacher Education, Classroom Techniques, Pretests Posttests, Emotional Disturbances
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Mueller, Tracy Gershwin; Vick, Anna Moriarity – Teacher Education and Special Education, 2019
There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family-professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their…
Descriptors: Resilience (Psychology), Individualized Education Programs, Meetings, Teamwork
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Knackstedt, Kimberly M.; Leko, Melinda M.; Siuty, Molly Baustien – Teacher Education and Special Education, 2018
In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers' sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic…
Descriptors: Special Education, Educational Legislation, Regression (Statistics), Teacher Attitudes
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Hagaman, Jessica L.; Casey, Kathryn J. – Teacher Education and Special Education, 2018
In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the…
Descriptors: Special Education, Special Education Teachers, Teacher Persistence, Faculty Mobility
Pearl, Cynthia E.; Vasquez, Eleazar, III.; Marino, Matthew T.; Wienke, Wilfred; Donehower, Claire; Gourwitz, Jillian; Rosenberg, Michael S.; Duerr, Sunny R. – Teacher Education and Special Education, 2018
The purpose of this study was to provide content validation for quality indicators included in an observation instrument developed to evaluate classrooms serving students with autism spectrum disorders (ASD). A panel of 103 subject-matter experts consisting of a mixture of field personnel (n = 64; 59 classroom teachers, five school administrators)…
Descriptors: Content Validity, Pervasive Developmental Disorders, Autism, Inclusion
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Woolf, Sara B. – Teacher Education and Special Education, 2015
Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to…
Descriptors: Special Education, Academic Standards, Teacher Effectiveness, Teacher Evaluation
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Leko, Melinda M.; Kulkarni, Saili; Lin, Meng-Chuan; Smith, Shane A. – Teacher Education and Special Education, 2015
The purpose of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers' beliefs about reading instruction for students with disabilities. Interview and artifact data were collected for 11 preservice teachers during a 10-month period. Dimensions of beliefs investigated were…
Descriptors: Preservice Teachers, Student Attitudes, Disabilities, Reading Instruction
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Murphy, Michelle R.; Marshall, Kathleen J. – Teacher Education and Special Education, 2015
The Common Core State Standards (CCSS) were developed to encourage a common focus of instruction and evaluation in the areas of mathematics, reading/language arts, writing, speaking, and listening. As of 2011, all but five states have adopted CCSS for math and English Language Arts (ELA), with another adopting only the standards for ELA. With…
Descriptors: Special Education Teachers, Teacher Education Programs, State Standards, Focus Groups
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Weiss, Margaret P.; Pellegrino, Anthony; Regan, Kelley; Mann, Linda – Teacher Education and Special Education, 2015
Given the current climate of accountability, teachers must collaborate across disciplines to meet the diverse needs of students. Few, however, are prepared to collaborate in school settings upon completing teacher preparation programs. In this article, a participatory action research study undertaken by teacher educators who approached the lack of…
Descriptors: Teacher Educators, Team Teaching, Teacher Collaboration, Teacher Education Programs
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Pancsofar, Nadya; Petroff, Jerry G. – Teacher Education and Special Education, 2013
Co-teaching is a widely implemented instructional strategy that poses unique challenges to teachers and may require targeted training. This study considers the role of pre-service and in-service professional development opportunities regarding co-teaching and teacher confidence, interests, and attitudes regarding co-teaching in a sample of general…
Descriptors: Educational Strategies, Educational Opportunities, Interests, Teaching Methods
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Sebald, Ann – Teacher Education and Special Education, 2013
Seventy-six teachers of the deaf and hard of hearing within a western state of the United States were surveyed to explore their perceptions of the (a) importance of self-determination, (b) skills taught to students, (c) skills used by students, and (d) benefits associated with teaching self-determination. Results indicated that teachers believed…
Descriptors: Self Determination, Deafness, Partial Hearing, Skill Analysis
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McCray, Erica D. – Teacher Education and Special Education, 2012
In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants' background and career trajectories, and the…
Descriptors: Masters Degrees, Special Education Teachers, Beginning Teachers, Case Studies
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Montrosse, Bianca Elizabeth; Young, Christopher J. – Teacher Education and Special Education, 2012
Since 1988, researchers have monitored the extent and severity of the chronic special education (SE) faculty shortage. The present study sought to add to this knowledge base by (a) gathering data on the supply and demand of leadership personnel in SE since the "2001 Faculty Shortage Study"; (b) combining and comparing these data with other sources…
Descriptors: Evidence, Supply and Demand, Doctoral Programs, Labor Market
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Neeper, Lance S.; Dymond, Stacy K. – Teacher Education and Special Education, 2012
The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States, and to determine faculty attitudes and beliefs about the application of SL in special education. Participants included faculty with experience in SL teaching and/or research in…
Descriptors: Service Learning, Special Education Teachers, Higher Education, College Faculty
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Smith, Deborah Deutsch; Truong, Anthony; Watson, Roxanne; Hartley, Melissa D.; Robb, Susan Mortorff; Gilmore, Robert – Teacher Education and Special Education, 2011
Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education's Office of…
Descriptors: Graduation Rate, Disabilities, Special Education Teachers, Public Agencies
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