Teacher Education and Special Education最新文献_第6页

How―and Why―Middle School Intensive Reading Teachers Make Adaptations to a Scripted Curriculum 中学精读教师如何——以及为什么——适应圣经课程

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2021-02-25 DOI: 10.1177/0888406421992377

Lindsey A. Chapman, B. Elbaum

引用次数: 2

Teacher Preparation in Communication Instruction for Students With Extensive Support Needs 有广泛支持需求的学生在交际教学中的教师准备

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-12-14 DOI: 10.1177/0888406420978606

R. Pennington, V. Walker, Melissa C. Tapp

引用次数: 12

Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills 基于视频的电子教学反思对特殊教育教师候选人教学技能的影响

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-10-29 DOI: 10.1177/0888406420964732

K. O’Brien, K. Regan, C. Coogle, Jennifer R. Ottley, Sarah A. Nagro

{"title":"Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills","authors":"K. O’Brien, K. Regan, C. Coogle, Jennifer R. Ottley, Sarah A. Nagro","doi":"10.1177/0888406420964732","DOIUrl":"https://doi.org/10.1177/0888406420964732","url":null,"abstract":"Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"160 - 182"},"PeriodicalIF":2.9,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420964732","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655139","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: 10

Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction 以教师授课的培训促进系统教学的辅助专业实施

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-08-01 DOI: 10.1177/0888406419869029

V. Walker, Karen H. Douglas, C. Brewer

{"title":"Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction","authors":"V. Walker, Karen H. Douglas, C. Brewer","doi":"10.1177/0888406419869029","DOIUrl":"https://doi.org/10.1177/0888406419869029","url":null,"abstract":"As paraprofessionals gain more instructional responsibilities for individual students, feasible training strategies must be established to promote effective delivery of instruction. This train-the-trainer study was designed to teach paraprofessionals how to implement an evidence-based instructional practice under the direction of the classroom teacher. After receiving training from a university researcher, a special education teacher trained three paraprofessionals to implement constant time delay while teaching three students with multiple disabilities. The paraprofessional training consisted of a workshop, video modeling, and coaching with performance feedback. A single-case multiple baseline across paraprofessionals design was used to evaluate the effectiveness of the teacher-delivered training package. All paraprofessionals implemented the systematic instructional procedures with high levels of fidelity and accuracy after training. The special education teacher and paraprofessionals shared their perceptions on the highly effective training and value of the study through social validity surveys. Implications and limitations of the study are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"257 - 274"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419869029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44872669","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: 7

Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance 准备特殊教育职前教师教困难的读者自然拼读:减少专家和新手表现之间的差距

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-08-01 DOI: 10.1177/0888406419863365

C. S. Englert, Troy V. Mariage, Adrea J. Truckenmiller, Julie S. Brehmer, Karen Hicks, C. Chamberlain

{"title":"Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance","authors":"C. S. Englert, Troy V. Mariage, Adrea J. Truckenmiller, Julie S. Brehmer, Karen Hicks, C. Chamberlain","doi":"10.1177/0888406419863365","DOIUrl":"https://doi.org/10.1177/0888406419863365","url":null,"abstract":"In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"235 - 256"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419863365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909089","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: 8

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy 教师文化响应性教学自我效能感的检验

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-08-01 DOI: 10.1177/0888406419875194

Rebecca A. Cruz, Sarah Manchanda, A. R. Firestone, Janelle E. Rodl

引用次数: 27

Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial 课堂关键反应教学：社区效能试验的教师培训结果

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-08-01 DOI: 10.1177/0888406419850876

Jessica Suhrheinrich, Sarah R. Rieth, Kelsey S. Dickson, S. Roesch, Aubyn C. Stahmer

{"title":"Classroom Pivotal Response Teaching: Teacher Training Outcomes of a Community Efficacy Trial","authors":"Jessica Suhrheinrich, Sarah R. Rieth, Kelsey S. Dickson, S. Roesch, Aubyn C. Stahmer","doi":"10.1177/0888406419850876","DOIUrl":"https://doi.org/10.1177/0888406419850876","url":null,"abstract":"Classroom Pivotal Response Teaching (CPRT) is a naturalistic behavioral intervention for students with autism spectrum disorder (ASD) that was systematically adapted for teacher use. In this study, the authors evaluate outcomes of a large randomized trial training teachers (n = 126) to use CPRT. Training involved 12 hours of small group sessions and additional 1:1 coaching in each teacher’s classroom. Overall, CPRT fidelity was significantly higher at the end of the training year relative to the observation year (B = 0.24, p = .001) and teachers report using CPRT an average of 47 minutes per day. Moderator analyses indicate that training, teacher, and classroom- and school-level characteristics affected CPRT fidelity. Teachers report high overall satisfaction (M = 4.37, SD = 0.45; 1-5 Likert-type scale) and confidence in their ability to use CPRT with their students (M = 4.2, SD = 0.57). In this study, the authors indicate the acceptability and feasibility of the CPRT training protocol and adds to the limited number of school-based randomized controlled trials (RCTs) evaluating interventions for students with ASD.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"215 - 234"},"PeriodicalIF":2.9,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419850876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057954","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

Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS) 为教师教育工作者在全州范围内扩大多层支持系统（MTSS）做好准备

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-07-03 DOI: 10.1177/0888406420938035

W. Sailor, Thomas M. Skrtic, Monique Cohn, C. Olmstead

{"title":"Preparing Teacher Educators for Statewide Scale-Up of Multi-Tiered System of Support (MTSS)","authors":"W. Sailor, Thomas M. Skrtic, Monique Cohn, C. Olmstead","doi":"10.1177/0888406420938035","DOIUrl":"https://doi.org/10.1177/0888406420938035","url":null,"abstract":"Multi-Tiered System of Support (MTSS), as a fully integrated set of practices and interventions directed to academics and behavior, with emerging applications to social and emotional learning in the teaching/learning process, is very much in its ascendency in schools across the United States and elsewhere. As a result, there is an emerging need to prepare teacher and administrator educators to enter the rapidly expanding number of implementing schools and districts. Requisite dispositions, skills, and knowledge germane to ensuring successful applications, sustainability, and resultant student outcomes from MTSS introduction into systems praxis are increasingly required. In this position paper, we discuss the origins of MTSS, its expansion into various areas of education in the United States, and its emerging contribution to the thorny issue of inclusion. We conclude with examination of Innovation Configuration, a heuristic to assist teacher and administrator educators in the development of course syllabi and other professional learning vehicles addressed to MTSS.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"24 - 41"},"PeriodicalIF":2.9,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420938035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930125","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: 19

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework 共同学习:RTI框架下教师对协调词汇学习教学理解的演变

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-06-26 DOI: 10.1177/0888406420930686

A. Benedict, Mary T. Brownell, Elizabeth F. Bettini, Hyojong Sohn

{"title":"Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework","authors":"A. Benedict, Mary T. Brownell, Elizabeth F. Bettini, Hyojong Sohn","doi":"10.1177/0888406420930686","DOIUrl":"https://doi.org/10.1177/0888406420930686","url":null,"abstract":"Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"134 - 159"},"PeriodicalIF":2.9,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420930686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48171993","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

The Emotional Job Demands of Special Education: A Qualitative Study of Alternatively Certified Novices’ Emotional Induction 特殊教育的情感工作需求:交替认证新手情绪诱导的定性研究

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-06-16 DOI: 10.1177/0888406420931497

Kristabel Stark, Jessica B. Koslouski

{"title":"The Emotional Job Demands of Special Education: A Qualitative Study of Alternatively Certified Novices’ Emotional Induction","authors":"Kristabel Stark, Jessica B. Koslouski","doi":"10.1177/0888406420931497","DOIUrl":"https://doi.org/10.1177/0888406420931497","url":null,"abstract":"As of 2015, approximately one in five special educators received licensure through an alternative pathway. Although evidence suggests that emotional exhaustion contributes to special educator attrition, few studies examine firsthand the emotional experiences of novice, alternatively certified special educators. Guided by Tuxford and Bradley’s model of emotional job demands, we explore the ways in which eight teachers perceive and navigate their new profession. Findings indicate that novice special educators (a) experience a range of intense emotions, ranging from extreme pride to deep despair, (b) regulate emotional displays toward students and colleagues to meet professional norms, and (c) invest in the emotional well-being and development of their students. Participants report widespread barriers to this work. Results have implications for researchers, teachers, and administrators interested in retaining novice special educators, and point to several clear pathways for future research in this important and under-researched area of teacher induction.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"60 - 77"},"PeriodicalIF":2.9,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420931497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44241790","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: 8