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Sayeski, Kristin L.; Hamilton-Jones, Bethany; Cutler, Grace; Earle, Gentry A.; Husney, Lauren – Teacher Education and Special Education, 2019
A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine "best practice" for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback…
Descriptors: Feedback (Response), Role, Preservice Teachers, Accuracy
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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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Fink Chorzempa, Barbara; Smith, Michael D.; Sileo, Jane M. – Teacher Education and Special Education, 2019
Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one's practices is essential, but it is often a lacking component of initial certification…
Descriptors: Evidence Based Practice, Decision Making, Problem Solving, Preservice Teachers
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Hsiao, Yun-Ju; Sorensen Petersen, Sara – Teacher Education and Special Education, 2019
The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in…
Descriptors: Evidence Based Practice, Inservice Teacher Education, Teacher Education Programs, Special Education Teachers
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Peeples, Katherine N.; Hirsch, Shanna Eisner; Gardner, Stephanie J.; Keeley, Randa G.; Sherrow, Breanna L.; McKenzie, Jennifer M.; Randall, Kristina N.; Romig, John Elwood; Kennedy, Michael J. – Teacher Education and Special Education, 2019
High-quality, effective vocabulary instruction is essential for supporting all students' academic success, and it is particularly important for students with disabilities. Teacher preparation programs are faced with the challenge of not only training preservice teachers to provide effective vocabulary instruction across grades and content areas,…
Descriptors: Multimedia Instruction, Feedback (Response), Instructional Improvement, Preservice Teachers
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Washburn, Erin K.; Mulcahy, Candace A. – Teacher Education and Special Education, 2019
Skilled reading is a complex process in which many subskills are involved, including an awareness of the morphological structure of language. Morphological awareness is the ability to understand how words are broken into meaningful units (e.g., affixes, root words). Explicit and systematic teaching of morphological concepts are reported to help…
Descriptors: Morphology (Languages), Preservice Teachers, Student Attitudes, Reading Instruction
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Strassfeld, Natasha M. – Teacher Education and Special Education, 2019
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home-school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with…
Descriptors: Preservice Teachers, Special Education Teachers, Parent Participation, Preservice Teacher Education
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Love, Hailey R.; Horn, Eva; An, Zhe – Teacher Education and Special Education, 2019
Making data-based decisions is a pervasive expectation for educators and is linked to improved outcomes for students. Observational data collection for progress monitoring, in particular, can help educators track and support students' progress toward individualized educational goals in inclusive settings. Yet, many educators struggle with data…
Descriptors: Teaching Methods, Data Collection, Observation, Early Childhood Teachers
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van Garderen, Delinda; Scheuermann, Amy; Poch, Apryl; Murray, Mary M. – Teacher Education and Special Education, 2018
The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators' knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators' own knowledge of and their instructional emphasis with…
Descriptors: Special Education Teachers, Knowledge Base for Teaching, Visual Aids, Mathematics Instruction
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Alves, Kat D.; Kennedy, Michael J.; Kellems, Ryan O.; Wexler, Jade; Rodgers, Wendy J.; Romig, John Elwood; Peeples, Katherine N. – Teacher Education and Special Education, 2018
General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three…
Descriptors: Preservice Teachers, Vocabulary Development, Teaching Methods, Instructional Improvement
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Juarez, Sara Werner; Purper, Cammy – Teacher Education and Special Education, 2018
In the past decade and a half, measurable outcomes of teacher performance and student achievement have moved to the forefront of education policy. Researchers have identified a gap in special education teacher preparation research and have called for the re-envisioning of current educational models, emphasizing a focus on effective methods in…
Descriptors: Models, Teaching Methods, Outcomes of Education, Special Education Teachers
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Nagro, Sarah A.; deBettencourt, Laurie U.; Rosenberg, Michael S.; Carran, Deborah T.; Weiss, Margaret P. – Teacher Education and Special Education, 2017
Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching…
Descriptors: Video Technology, Preservice Teachers, Teaching Skills, Teacher Education
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Weiss, Margaret P.; Pellegrino, Anthony; Brigham, Frederick J. – Teacher Education and Special Education, 2017
Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may…
Descriptors: Teacher Collaboration, Inclusion, Disabilities, Teacher Education Programs
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Dawson, Melanie Rees; Lignugaris/Kraft, Benjamin – Teacher Education and Special Education, 2017
Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and…
Descriptors: Teaching Skills, Computer Simulation, Virtual Classrooms, Preservice Teachers
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Sanz-Cervera, Pilar; Fernández-Andrés, María-Inmaculada; Pastor-Cerezuela, Gemma; Tárraga-Mínguez, Raúl – Teacher Education and Special Education, 2017
The inclusive education framework and the increase in autism diagnoses have led to an overwhelming challenge for pre-service teachers who need to be qualified to teach all children. To test the quality of their training, the main purpose of this study was to compare 866 pre-service teachers' knowledge, misconceptions, and gaps about autism in…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Knowledge Level, Misconceptions
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