Teacher Education and Special Education最新文献_第2页

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review 残疾教师候选人的经历:系统的文献综述

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-05-18 DOI: 10.1177/08884064231170573

Morgan M. Strimel, Sarah A. Nagro, P. Baker, Colleen A. Thoma

{"title":"The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review","authors":"Morgan M. Strimel, Sarah A. Nagro, P. Baker, Colleen A. Thoma","doi":"10.1177/08884064231170573","DOIUrl":"https://doi.org/10.1177/08884064231170573","url":null,"abstract":"Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature was to synthesize existing research on the experiences of teacher candidates with disabilities in teacher preparation programs and present implications and future directions for research, policy, and practice in higher education disability resources and special education teacher preparation to advance both access and equity in these settings. Results from five total articles showed that teacher candidates with disabilities experienced several barriers to access in their teacher preparation programs that negatively impacted their personal and professional outcomes. The authors conclude with a discussion of future directions for research, policy, and practice in both special education teacher preparation and higher education disability resources.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"243 - 259"},"PeriodicalIF":2.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42845058","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: 2

Commonality and Variation in How Special Education Faculty Teach Classroom Management 特殊教育教师课堂管理教学的共性与差异性

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-05-18 DOI: 10.1177/08884064231170577

Peter A. Youngs, S. Hirsch, Sarah A. Nagro, M. Kennedy

{"title":"Commonality and Variation in How Special Education Faculty Teach Classroom Management","authors":"Peter A. Youngs, S. Hirsch, Sarah A. Nagro, M. Kennedy","doi":"10.1177/08884064231170577","DOIUrl":"https://doi.org/10.1177/08884064231170577","url":null,"abstract":"Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants’ course content and assessments. There is considerable variation, though, in participants’ use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"9 1","pages":"284 - 299"},"PeriodicalIF":2.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90915686","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: 1

Special Education Teacher-Delivered Training for Paraeducators: A Systematic and Quality Review 特殊教育教师为辅助教育工作者提供的培训:系统和质量评价

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-04-11 DOI: 10.1177/08884064231160575

Amanda M. Borosh, Alexandra Newson, Rose A. Mason, Charissa D. Richards, Hannah Collins Crosley

{"title":"Special Education Teacher-Delivered Training for Paraeducators: A Systematic and Quality Review","authors":"Amanda M. Borosh, Alexandra Newson, Rose A. Mason, Charissa D. Richards, Hannah Collins Crosley","doi":"10.1177/08884064231160575","DOIUrl":"https://doi.org/10.1177/08884064231160575","url":null,"abstract":"Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior research shows that paraeducators can implement skills with high fidelity when provided experiential training or coaching; however, most research has included researcher-as-trainer for paraeducators. Training delivered by special education teachers (SETs) may be a more sustainable training framework. We conducted a systematic and quality review of research on SET-delivered training to improve paraeducators’ implementation of skills for supporting SWDs. We identified 11 studies with moderate or high methodological rigor and found behavioral skills training was the most common method used by SETs to train paraeducators. Contextual variables including participant characteristics, target skills, and procedural fidelity were synthesized to provide a summary of strengths and gaps in the research.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"223 - 242"},"PeriodicalIF":2.9,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842249","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

Educator Perspectives on Accessing Disability-Related Information and Resources 教育工作者对获取残疾相关信息和资源的看法

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-03-15 DOI: 10.1177/08884064231157804

Claire E. Lawrence, E. Carter, Emily R. Lanchak, Elise D. McMillan

{"title":"Educator Perspectives on Accessing Disability-Related Information and Resources","authors":"Claire E. Lawrence, E. Carter, Emily R. Lanchak, Elise D. McMillan","doi":"10.1177/08884064231157804","DOIUrl":"https://doi.org/10.1177/08884064231157804","url":null,"abstract":"Familiarity with local disability information and resources can impact the ways educators support students with disabilities and their families. We surveyed 462 educators regarding their awareness of and access to disability-related information and resources. Specifically, we examined (a) their familiarity with resources and services across multiple areas, (b) the sources of information they consider to be helpful in their work, and (c) the likelihood they would draw upon new resources designed to connect them to local information and resources. Overall, educators reported mixed familiarity with resources related to supporting important student experiences (e.g., having friends, being physically healthy, participating in recreational activities) and addressing key service needs (e.g., speech therapy, behavior supports, mental health care). Familiarity tended to be higher for resources related to student experiences than for service needs. Educators considered several sources of information to be most helpful in their work, including internet searches, fellow teachers or other school staff, and conferences or workshops. We address implications for teacher training programs, state-level educational leaders, and school districts.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"69 1","pages":"265 - 283"},"PeriodicalIF":2.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80695298","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

Increasing Preservice Teachers’ Knowledge and Skills Using a Mixed-Reality Simulator: The Tale of Two Studies 使用混合现实模拟器提高职前教师的知识和技能:两个研究的故事

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2023-03-13 DOI: 10.1177/08884064231154028

S. Hirsch, Catherine A. Griffith, Mya H. Kelley, Alex Carlson, Georgia McKown

引用次数: 1

Preparing Doctoral Students in Special Education: What Do We Really Know? 在特殊教育中培养博士生：我们真正知道什么？

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2022-12-14 DOI: 10.1177/08884064221134815

Laura S. McCorkle, A. Vestal, L. Diamond

引用次数: 1

A Comparison of Service Time and Racial Categories within Traditional and Alternative Route Internship Programs for Special Education Licensure 特殊教育执照传统和替代实习项目中服务时间和种族类别的比较

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2022-09-21 DOI: 10.1177/08884064221119166

Andrew J. Wojcik, Michelle Hicks, LaRon A. Scott, Colleen A. Thoma, Rachel W. Bowman, Regina Frazier

引用次数: 0

A Systematic Review of Training Educators to Implement Response Prompting 培训教育工作者实施响应提示的系统回顾

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2022-08-28 DOI: 10.1177/08884064221114130

Kara N. Shawbitz, Matthew E. Brock

引用次数: 1

Preparing General Education Teachers to Include Students With Extensive Support Needs: An Analysis of “SPED 101” Courses 准备通识教育教师包括有广泛支持需求的学生:“SPED 101”课程分析

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2022-08-25 DOI: 10.1177/08884064221114133

A. Clausen, A. Anderson, F. Spooner, V. Walker, Julia Hujar

引用次数: 0

Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration 特殊教育博士课程的方法论训练:混合方法的探索

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2022-06-25 DOI: 10.1177/08884064221103902

Catherine Corr, Hailey R. Love, M. Snodgrass, Justin L. Kern, Mia Chudzik

{"title":"Methodological Training in Special Education Doctoral Programs: A Mixed-Methods Exploration","authors":"Catherine Corr, Hailey R. Love, M. Snodgrass, Justin L. Kern, Mia Chudzik","doi":"10.1177/08884064221103902","DOIUrl":"https://doi.org/10.1177/08884064221103902","url":null,"abstract":"Doctoral education is the primary time in which scholars learn about research methodologies and begin to develop their own research agendas and skills. Yet, to date, few research studies have examined graduate students’ perceived value of, and access to, training in multiple research methodologies. The purpose of this study was to explore special education doctoral students’ experiences at research-intensive universities in relation to mixed methods, quantitative, and qualitative methodologies. Using a mixed-methods research design, we explore the extent to which research judgments, skills, paradigmatic values, and methodological identities are diverse and how those features interact when doctoral students judge research. First, doctoral students were invited to participate in a survey (replicating McKim, 2017). Then, students who volunteered during the survey were individually interviewed about their methodological training and identity. We present the results and discuss how they can inform personnel preparation for the next generation of research scholars and consumers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"46 1","pages":"108 - 126"},"PeriodicalIF":2.9,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815758","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: 3