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Kozleski, Elizabeth B.; Proffitt, William A. – Teacher Education and Special Education, 2020
In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the…
Descriptors: Diversity (Faculty), Equal Education, Teacher Education, Identification (Psychology)
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Rock, Marcia L.; Billingsley, Bonnie – Teacher Education and Special Education, 2014
Casting special education teacher development as an avatar living in a virtual and changing landscape is a creative way to consider the current state of the field and project possible futures. In this commentary, the authors consider areas that may help strengthen the Avatar, including conceptualizing and identifying the outcomes of teacher…
Descriptors: Special Education Teachers, Faculty Development, Alignment (Education), Beginning Teacher Induction
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McCall, Zach; McHatton, Patricia Alvarez; Shealey, Monika Williams – Teacher Education and Special Education, 2014
Teacher preparation has been under intense scrutiny in recent years. In order for preparation of special education teacher candidates to remain viable, candidate assessment practices must apply practices identified in the extant literature base, while special education teacher education researchers must extend this base with rigorous efforts to…
Descriptors: Preservice Teacher Education, Teacher Education, Special Education Teachers, Special Education
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Dieker, Lisa; Wienke, Wilfred; Straub, Carrie; Finnegan, Lisa – Teacher Education and Special Education, 2014
In this article, the authors provide a summary of the current techniques being used to recruit, retain, and support a diverse range of scholars, including students with disabilities, in a doctoral program. The manuscript provides a summary of the current need for leadership personnel who are scholars with knowledge in special education, general…
Descriptors: Doctoral Programs, Special Education, Special Education Teachers, Teacher Leadership
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Hunt, Jessica H.; Powell, Selma; Little, Mary E.; Mike, Alyson – Teacher Education and Special Education, 2013
There is a critical need to mentor novice special education teachers to meet the current and projected teacher shortages. However, 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, there is difficulty finding…
Descriptors: Special Education, Special Education Teachers, Beginning Teachers, Beginning Teacher Induction
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Dotger, Benjamin; Ashby, Christine – Teacher Education and Special Education, 2010
This manuscript examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. Diffusing a common medical education pedagogy to teacher education, the researchers situated inclusively-trained teacher candidates in front of standardized paraprofessionals. Data from these simulated interactions…
Descriptors: Teacher Education, Ideology, Teacher Competencies, Inclusive Schools
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Leblanc, Lise; Richardson, Warnie; Burns, Kimberly A. – Teacher Education and Special Education, 2009
The authors examine the influence of autism training sessions on a group of beginning teachers. The results of the study indicate that even a limited amount of professional development and/or training, strategically placed within the confines of a teacher training program, can both significantly increase participants' perceptions and knowledge of…
Descriptors: Autism, Training, Beginning Teachers, Anxiety
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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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Blanchett, Wanda J. – Teacher Education and Special Education, 2001
Seventy-four special educators who were involved in transition-related activities rated the importance of 30 transition-related teacher competencies. All competencies were identified by the majority of respondents as important. Competencies related to teaching money management skills and involving parents received the highest ratings. (Contains…
Descriptors: Disabilities, Money Management, Parent Participation, Secondary Education