Teacher Education and Special Education最新文献_第9页

Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions 支持特殊教育者学习如何设计基于功能评估的干预措施的基于实践的专业发展结果

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-09-24 DOI: 10.1177/0888406419876926

S. Hirsch, Kristina N. Randall, E. A. Common, K. Lane

引用次数: 6

Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders 为自闭症谱系障碍学生的特殊教育教师提供教师教育和在职培训项目的循证实践

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-08-01 DOI: 10.1177/0888406418758464

Yun-Ju Hsiao, Sara Sorensen Petersen

{"title":"Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders","authors":"Yun-Ju Hsiao, Sara Sorensen Petersen","doi":"10.1177/0888406418758464","DOIUrl":"https://doi.org/10.1177/0888406418758464","url":null,"abstract":"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 the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., “mentioned and discussed” or “mentioned and taught through direct instruction”) or not addressed (i.e., “never mentioned and never taught” or “mentioned incidentally”) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406418758464","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47692311","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: 27

Breaking the Cycle: Preparing Pre-Service Teachers for Disability-Related Discussions 打破循环:准备职前教师与残疾相关的讨论

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-05-01 DOI: 10.1177/0888406418754326

Christa S. Bialka, Nicole Hansen, Sarah Jin Wong

引用次数: 4

“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals “发展平衡”:准备和支持特殊教育教师与辅助专业人员一起工作

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-05-01 DOI: 10.1177/0888406418765611

E. E. Biggs, Carly B. Gilson, E. Carter

{"title":"“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals","authors":"E. E. Biggs, Carly B. Gilson, E. Carter","doi":"10.1177/0888406418765611","DOIUrl":"https://doi.org/10.1177/0888406418765611","url":null,"abstract":"The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors’ findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406418765611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295836","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: 24

The Landscape of Special Education Licensure, 2016 特殊教育许可证的前景，2016

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-05-01 DOI: 10.1177/0888406418761533

P. Sindelar, Tiffany L. Fisher, Jonté A. Myers

引用次数: 18

A Comparison of Autism-Specific Training Outcomes for Teachers and Paraeducators 教师和辅助教育者自闭症专项培训结果的比较

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-03-24 DOI: 10.1177/0888406419839771

Rebecca F Bertuccio, Megan C. Runion, Erica D. Culler, Jeremy Moeller, C. M. Hall

{"title":"A Comparison of Autism-Specific Training Outcomes for Teachers and Paraeducators","authors":"Rebecca F Bertuccio, Megan C. Runion, Erica D. Culler, Jeremy Moeller, C. M. Hall","doi":"10.1177/0888406419839771","DOIUrl":"https://doi.org/10.1177/0888406419839771","url":null,"abstract":"Most students with autism engage in the general education (GE) setting for a majority of the school day. Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both indicate a need for more formal training in autism. In the present study, the authors analyzed GE teachers’ and paraeducators’ levels of knowledge and self-efficacy prior to and following autism-focused in-service training. Participants attended an informational and a practical training in which knowledge, self-efficacy, and satisfaction were measured. Results for GE teachers and paraeducators followed similar patterns in that knowledge of autism increased significantly, but did not sustain over time. Levels of self-efficacy increased significantly following the practical training. GE teachers demonstrated higher levels of knowledge compared to paraeducators across time, while levels of self-efficacy converged between the two groups. Implications regarding training and professional development are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2019-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419839771","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765524","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: 9

Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators 特殊教育教师为家庭-专业伙伴关系做准备：全国教师教育工作者调查结果

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-03-24 DOI: 10.1177/0888406419839123

Kathleen B. Kyzar, T. Mueller, G. Francis, S. Haines

引用次数: 17

Teaching Observational Data Collection to Early Childhood Preservice Educators 幼儿职前教育工作者的教学观察数据收集

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-03-15 DOI: 10.1177/0888406419836147

Hailey R. Love, E. Horn, Z. An

引用次数: 6

Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial 职前课堂管理训练对情绪和行为问题儿童教学态度和技能的影响:一项随机对照试验

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406417735877

K. Klopfer, K. Scott, J. Jenkins, J. Ducharme

{"title":"Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial","authors":"K. Klopfer, K. Scott, J. Jenkins, J. Ducharme","doi":"10.1177/0888406417735877","DOIUrl":"https://doi.org/10.1177/0888406417735877","url":null,"abstract":"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 targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions (d = 0.69), negative reactions (d = 1.05), and their use of proactive strategies (d = 1.43 and 1.59), inadequate strategies (d = 0.73), and reactive strategies (d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.","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/10.1177/0888406417735877","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339749","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 Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration 促进个体化教育项目会议实践的调查:促进家庭专业合作的有希望的程序

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-02-01 DOI: 10.1177/0888406417739677

T. Mueller, Anna Noel Moriarity Vick

{"title":"An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration","authors":"T. Mueller, Anna Noel Moriarity Vick","doi":"10.1177/0888406417739677","DOIUrl":"https://doi.org/10.1177/0888406417739677","url":null,"abstract":"There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also 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/10.1177/0888406417739677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597245","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: 17