Teacher Education and Special Education最新文献_第10页

Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation 免费适当的公共教育与安德鲁·f·v·道格拉斯县学校制度(2017):对人才准备的启示

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406417754239

M. Yell, D. Bateman

引用次数: 26

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions 基于实践的证据:帮助教育工作者做出基于证据的决策的模型

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406418767254

Barbara Fink Chorzempa, Michael D. Smith, Jane M. Sileo

引用次数: 4

Editor’s Introduction 编辑器的介绍

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406418824829

C. Griffin, Melinda M. Leko

引用次数: 0

The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise 实践和反馈在培养教师候选人回应专业知识的机会中的作用

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406417735876

Kristin L. Sayeski, Bethany Hamilton-Jones, Grace Cutler, Gentry A. Earle, Lauren Husney

{"title":"The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise","authors":"Kristin L. Sayeski, Bethany Hamilton-Jones, Grace Cutler, Gentry A. Earle, Lauren Husney","doi":"10.1177/0888406417735876","DOIUrl":"https://doi.org/10.1177/0888406417735876","url":null,"abstract":"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 on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond (OTRs). Using an experimental, pretest–posttest design, 48 teacher candidates in an introductory special education course (i.e., nonpracticum course) were randomly assigned to a distributed practice with feedback (experimental) condition or a massed practice with no feedback (business-as-usual) condition. Candidates in the experimental condition outperformed candidates in the business-as-usual condition on a measure of knowledge and a performance measure on the accuracy of specific OTR technique delivery. There were, however, no differences between the groups in terms of rate of OTR delivery. Implications for teacher preparation are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417735876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48687149","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: 16

The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature 绩效反馈和循证实践在保持特殊教育教师和学生成绩方面的作用：文献综述

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406417736571

Rachel Anne Schles, R. Robertson

引用次数: 30

Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms 一套培训包对提高教师对全纳幼儿园自然主义教学程序忠实度的影响

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2018-11-01 DOI: 10.1177/0888406417727043

Collin Shepley, Justin D. Lane, Jennifer Grisham-Brown, Amy D Spriggs, Olivia Winstead

{"title":"Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms","authors":"Collin Shepley, Justin D. Lane, Jennifer Grisham-Brown, Amy D Spriggs, Olivia Winstead","doi":"10.1177/0888406417727043","DOIUrl":"https://doi.org/10.1177/0888406417727043","url":null,"abstract":"Teachers in inclusive preschool classrooms are required to provide supports and instruction to children with and without developmental delays. In addition, teachers are required to use research and evidence-based practices, such as naturistic instructional procedures. Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. In addition, few studies have examined the extent to which teachers view common training and coaching practices as ecologically valid or naturalistic instructional procedures as socially valid. The authors trained two preschool teachers of inclusive classrooms to use naturalistic instructional procedures within the context of their daily activities. The training package consisted of the most commonly utilized teacher training and coaching practices. Teachers evaluated the social and ecological validity of the training and coaching practices throughout the study. Results indicated that both teachers acquired target naturalistic instructional procedures with concomitant decreases in the number of unrelated task demands presented to children. Teachers reported idiosyncratic differences across social and ecological validity ratings. Implications for future research and teacher training are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417727043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45004206","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: 12

Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation 走向学习与迁移模式——特殊教育教师培养中的教学方法和学习结果综述

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2018-11-01 DOI: 10.1177/0888406417727041

Sara Werner Juarez, Cammy J. Purper

{"title":"Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation","authors":"Sara Werner Juarez, Cammy J. Purper","doi":"10.1177/0888406417727041","DOIUrl":"https://doi.org/10.1177/0888406417727041","url":null,"abstract":"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 special education teacher preparation. Prior studies and literature reviews have demonstrated a need for experimental research on effective methods that move preservice teachers (PSTs) from knowledge to application. In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring PSTs’ outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417727041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565080","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: 6

Teacher Attrition in Special Education: Perspectives From the Field 特殊教育中的教师流失：一个视野

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2018-11-01 DOI: 10.1177/0888406417725797

Jessica L. Hagaman, Kathryn J. Casey

{"title":"Teacher Attrition in Special Education: Perspectives From the Field","authors":"Jessica L. Hagaman, Kathryn J. Casey","doi":"10.1177/0888406417725797","DOIUrl":"https://doi.org/10.1177/0888406417725797","url":null,"abstract":"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 increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417725797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623505","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: 42

Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial 改进英语教师词汇教学的随机对照试验

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2018-11-01 DOI: 10.1177/0888406417727044

Kat D. Alves, M. Kennedy, Ryan O. Kellems, J. Wexler, Wendy J. Rodgers, J. Romig, Katherine N. Peeples

引用次数: 11

Evaluating Special Education Teachers’ Classroom Performance: Rater Reliability at the Rubric Item Level 特殊教育教师课堂表现评估:标题项水平的信度

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2018-11-01 DOI: 10.1177/0888406417718250

Janelle E. Lawson, Rebecca A. Cruz

引用次数: 3