Teacher Education and Special Education最新文献

Setting the Stage for a New Prologue 为新序幕搭建舞台

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2024-09-17 DOI: 10.1177/08884064241281591

Melinda M. Leko, Cynthia C. Griffin, Tracy G. Ulrich

引用次数: 0

Effects of Online Tiered Training to Increase Teachers’ Use of Positive Behavior Supports 在线分层培训对提高教师使用积极行为支持的效果

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2024-09-04 DOI: 10.1177/08884064241271114

Jessica N. Torelli, Anna H. Miller, Kristen L. Granger, Christina R. Noel, Thomas J. Gross

引用次数: 0

Supporting Paraeducators and their Use of Active Supervision at Recess: An Exploratory Study 支持辅助教育工作者及其在课间休息时使用主动监督：一项探索性研究

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2024-03-18 DOI: 10.1177/08884064241234631

Laura Kern, Brandi Simonsen, George Sugai, Jennifer Freeman, Timothy J. Lewis, Sandra M. Chafouleas

引用次数: 0

Assessing the Performance of Teachers of Students With Significant Disabilities: Establishing Content Validity for the TRAIT-SD 评估严重残疾学生教师的绩效：建立 TRAIT-SD 的内容有效性

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2024-03-09 DOI: 10.1177/08884064241234324

David L. Westling, Karena Cooper-Duffy, A. Corinne Huggins-Manley

{"title":"Assessing the Performance of Teachers of Students With Significant Disabilities: Establishing Content Validity for the TRAIT-SD","authors":"David L. Westling, Karena Cooper-Duffy, A. Corinne Huggins-Manley","doi":"10.1177/08884064241234324","DOIUrl":"https://doi.org/10.1177/08884064241234324","url":null,"abstract":"This study was conducted to collect validity evidence to support the use of an observation instrument to evaluate the performance of special education teachers (SETs) of students with significant disabilities (SWSD). In the study, a purposive sample of 49 SETs of SWSD, who were appropriately credentialed and experienced, evaluated the content of the Teacher Rating and Assessment Instrument for Teachers of Students with Significant Disabilities (TRAIT-SD) to determine each item’s importance for teaching SWSD. To do this, the participants were presented with the 37 items on the current version of the TRAIT-SD and asked to rate the importance of each using a 5-point Likert-type scale that ranged from very important to not important. They were also requested to provide narrative statements about the items and to recommend any relevant changes to the items, or recommend any new items they deemed to be missing from the current instrument. The results of the study showed that all participants, regardless of degree level, experience, or geographical location, rated all items between important and very important, resulting in all items being retained on the instrument. Additional comments resulted in a small number of items being reworded for clarity, and one new item being recommended for a subsequent version of the instrument.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Special Educators’ Training and Preparedness to Write Individualized Education Programs 特殊教育工作者在撰写个性化教育计划方面的培训和准备情况

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2024-03-08 DOI: 10.1177/08884064241234616

Alyssa Blasko, Kristi Morin, Esther R. Lindström, Grace Murphy, Michelle D. Squitieri

引用次数: 0

Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans 职前实习与教师自我效能感及职业规划之关系研究

2区教育学

Teacher Education and Special Education Pub Date : 2023-10-27 DOI: 10.1177/08884064231202382

Tashnuva Shaheen, Hannah Mathews, Elizabeth Bettini, Nathan Jones

{"title":"Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans","authors":"Tashnuva Shaheen, Hannah Mathews, Elizabeth Bettini, Nathan Jones","doi":"10.1177/08884064231202382","DOIUrl":"https://doi.org/10.1177/08884064231202382","url":null,"abstract":"Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators’ sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers’ outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators’ experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors’ support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors’ roles are crucial for preservice special educators’ outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors’ roles.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136264052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure 开发自主学习教学模式(SDLMI)教师角色自我报告量表

2区教育学

Teacher Education and Special Education Pub Date : 2023-09-09 DOI: 10.1177/08884064231196940

Abdulaziz H. Alsaeed, Sheida K. Raley, Karrie A. Shogren, Mayumi Hagiwara, LaRon A. Scott, Jennifer A. Kurth

{"title":"Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure","authors":"Abdulaziz H. Alsaeed, Sheida K. Raley, Karrie A. Shogren, Mayumi Hagiwara, LaRon A. Scott, Jennifer A. Kurth","doi":"10.1177/08884064231196940","DOIUrl":"https://doi.org/10.1177/08884064231196940","url":null,"abstract":"There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a measure, the SDLMI teacher roles self-report measure, developed using the theoretical framework of the causal agency theory and knowledge of SDLMI implementation. This measure focuses on three roles defined in SDLMI implementation: advocate, facilitator, and instructor. Teachers are trained to take on each of these roles when implementing the SDLMI to provide inclusive and culturally responsive opportunities to promote self-determination. Preliminary findings from this study indicate that the advocate, facilitator, and instructor roles are positively correlated, but they are different constructs and demonstrate different patterns of relations with each other. Given these preliminary findings, more work is warranted to examine the relationship between the SDLMI teacher roles self-report measure and teacher implementation and student outcomes.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136192338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs 特殊教育工作者对包容性高等教育项目的认识和观点

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-07-26 DOI: 10.1177/08884064231185859

J. Bumble, Magen Rooney-Kron, Carly B. Gilson, K. Sanderson, April Regester

引用次数: 0

Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis 教育工作者对促进自闭症学生在普通教育环境中循证实践使用的培训机制的看法:一项混合方法分析

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-07-02 DOI: 10.1177/08884064231178768

Maria L. Hugh, M. Pullmann, Mahima Joshi, Daina M. Tagavi, Kaitlyn Ahlers, Alyssa M. Hernandez, Jill J. Locke

{"title":"Educators’ Perspectives on Training Mechanisms That Facilitate Evidence-Based Practice Use for Autistic Students in General Education Settings: A Mixed-Methods Analysis","authors":"Maria L. Hugh, M. Pullmann, Mahima Joshi, Daina M. Tagavi, Kaitlyn Ahlers, Alyssa M. Hernandez, Jill J. Locke","doi":"10.1177/08884064231178768","DOIUrl":"https://doi.org/10.1177/08884064231178768","url":null,"abstract":"Educators often feel ill-equipped to support autistic students in general education contexts, although research shows that inclusion in these settings can contribute to positive outcomes. Professional development (PD) in evidence-based practices (EBPs) for autistic students can address this need; however, it is essential to understand the mechanisms by which PD can improve educators’ EBP use. Through an explanatory sequential mixed-methods design (QUAN→ QUAL), the authors gathered quantitative (Phase 1) and qualitative (Phase 2) data from 86 educators (special educators, general educators, and paraeducators) serving autistic students in general education elementary school classrooms. Using survey data on educators’ reported EBP training and use, the authors evaluated the effects of different training types (conference, in-service workshop, pre-service preparation, webinar, coaching/consultation) on educators’ use of EBPs for autistic students. The authors explored educators’ training experiences that facilitated their EBP use. The authors applied an established professional development framework to qualitative interview data to identify how key PD features (active learning, collective participation, content focus, cohesion, and sustained duration) have been accessed by educators and how they describe these as enabling their EBP use. Results demonstrate that pre-service training, in-service district or school-provided workshops, and coaching or consultation predicted EBP implementation. In addition, educators highlighted key PD features that facilitated EBP use, such as active learning. The authors discuss implications and guidance for incorporating these features within existing PD models to enhance EBP use for autistic students.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79038817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches 中学素养辅导探析:以教师和教学教练为研究对象

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-06-06 DOI: 10.1177/08884064231172733

Alexandra Shelton, Elizabeth A. Swanson, J. Wexler, S. Payne, Erin Hogan

引用次数: 0