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Showing 61 to 75 of 84 results Save | Export
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Lava, Valerie F.; Recchia, Susan L.; Giovacco-Johnson, Tricia – Teacher Education and Special Education, 2004
Twenty-five recent graduates of a Master's Program in Early Childhood Special Education participated in focus group interviews designed to explore their perceptions and experiences regarding their first years of practice in urban schools. Findings revealed that participants faced many challenges including collaboration with colleagues, seeking…
Descriptors: Urban Schools, Focus Groups, Special Needs Students, Teacher Qualifications
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Weiss, Margaret P.; Lloyd, John – Teacher Education and Special Education, 2003
Six special educators at secondary level were observed and interviewed in their co-taught classrooms. The special educators took on roles ranging from providing support to the general educators to team teaching. Knowledge of content, attitude of the general educators, and scheduling issues influenced the role that each teacher took. (Contains…
Descriptors: Case Studies, Disabilities, Inclusive Schools, Interprofessional Relationship
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Voltz, Deborah L.; Brazil, Nettye; Scott, Renee – Teacher Education and Special Education, 2003
This article describes the implementation and outcomes of a teacher-directed professional development program for 33 general and special education teachers that was designed to increase the awareness of culturally influenced learning and behavioral differences in the classroom. Results indicate an increase in teachers' depth of knowledge regarding…
Descriptors: Cultural Awareness, Cultural Influences, Disabilities, Disproportionate Representation
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Whitaker, Susan D. – Teacher Education and Special Education, 2003
This study surveyed 156 special education teachers in South Carolina after their first year of teaching. Teachers reported they received less assistance than needed in all areas, especially in learning special education policies, procedures, and paperwork; materials and resources; and curriculum and instruction. They reported receiving the most…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Disabilities, Elementary Secondary Education
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McLeskey, James; Waldron, Nancy L. – Teacher Education and Special Education, 2002
Qualitative methods were used to examine teacher perceptions regarding curriculum and instructional changes made as inclusive programs for students with mild disabilities were developed and implemented in six elementary schools. Teachers reported fundamental changes had occurred related to curricular requirements, instructional methods, methods of…
Descriptors: Curriculum Development, Educational Change, Elementary Education, Elementary School Teachers
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Nichols, Amy Sloan; Sosnowsky, Frances LaPlante – Teacher Education and Special Education, 2002
This study with 77 special education teachers examined degrees of burnout and number of heterogeneous disability categories, caseload size, and proportion of students with emotional impairments. Only the proportion of emotionally impaired students affected teacher burnout by increasing depersonalization. Burnout was also related to dissatisfaction…
Descriptors: Intermediate Grades, Middle Schools, Mild Disabilities, Self Contained Classrooms
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Weber, Roberta K.; Forgan, James W.; Schoon, Perry L. – Teacher Education and Special Education, 2002
For most experienced educators, choosing software for children with disabilities is challenging as the number of programs in our technology rich marketplace increases dramatically. Purchasing titles for entertainment is much less complicated than selecting effective educational materials based upon sound instructional objectives through a…
Descriptors: Teacher Education Curriculum, Qualitative Research, Instructional Material Evaluation, Computer Software Selection
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Kolar, Christine; Dickson, Shirley V. – Teacher Education and Special Education, 2002
Seeking to strengthen preparation of preservice general educators for the realities of inclusive school settings, two special education teacher educators from different universities used content-based structured reflective log writing as an integral course requirement. Faced with teaching intensive course content within a limited time frame, the…
Descriptors: Inclusive Schools, Special Education Teachers, Teacher Educators, Qualitative Research
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Layton, Carol A.; Lock, Robin H. – Teacher Education and Special Education, 2002
Identifying appropriate evaluation strategies for students who are English Language Learners (ELL) and have a learning disability is of critical importance in today's schools. A lack of sensitivity to the differences in ELL characteristics and those of learning disabilities has often resulted in over-identification for special education services.…
Descriptors: Limited English Speaking, Student Characteristics, Faculty Development, Program Effectiveness
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Falconer, Karin Binner; Lignugaris/Kraft, Benjamin – Teacher Education and Special Education, 2002
The purpose of this inquiry was to describe the benefits and limitations of using two-way audio/video conferencing technology in a preservice teacher training program located in a remote area. Two-way conferencing technology was introduced on a trial basis to assist in the supervision of practicum students and student teachers in remote university…
Descriptors: Student Teachers, Rural Areas, Feedback (Response), Teleconferencing
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Sexton, David; Snyder, Patricia; Lobman, Marcia; Daly, Theresa – Teacher Education and Special Education, 2002
This study examined the developmentally appropriate practice (DAP) beliefs of 113 practitioners employed in either general early childhood service settings (n=74) or special education service settings (n=39). Although results were remarkably similar across settings, differences were related to the appropriateness of implementing behavioral…
Descriptors: Behavior Modification, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
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Allinder, Rose M. – Teacher Education and Special Education, 2001
This study examined the effect of modeling instructional strategies in an introductory class for preservice special education teachers (N=42). Examination of participants' attitudes toward various instructional strategies found attitudes and perceptions were positively affected by the instructor's modeling of certain strategies, especially…
Descriptors: Disabilities, Higher Education, Modeling (Psychology), Preservice Teachers
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Snyder, Lynne; Garriott, Pamela; Aylor, Mary Williams – Teacher Education and Special Education, 2001
Preservice and inservice teachers enrolled in an inclusion course interviewed 28 teachers teaching in inclusive classrooms. Over half of the interviewed teachers failed to mention the importance of support services in their definitions of inclusion and the majority indicated teaching in inclusive settings is to some degree problematic. (Contains…
Descriptors: Course Content, Disabilities, Educational Philosophy, Higher Education
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Cooke, Nancy L.; deBettencourt, Laurie – Teacher Education and Special Education, 2001
Faculty from three universities cooperatively prepared and delivered a special education course for general educators. Interactive television was used for four of the six remote sites. Two sites reviewed videotapes of presentations. Participants preferred interactive presentations and judged content and teachings as less effective when it was not…
Descriptors: Disabilities, Distance Education, Higher Education, Inservice Teacher Education
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Fennick, Ellen; Liddy, Deana – Teacher Education and Special Education, 2001
A survey of special education (n=95) and general education (n=73) co-teachers found they had little scheduled mutual planning time. Teachers agreed about who takes responsibility for evaluation, but each group believed itself more responsible for instruction and behavior management. Few teachers experienced the teacher preparations rated most…
Descriptors: Disabilities, Elementary Secondary Education, Regular and Special Education Relationship, Special Education Teachers
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