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

From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities 来自前线:对辅助专业人员角色和责任的看法

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-01-06 DOI: 10.1177/0888406419896627

Rose A. Mason, A. B. Gunersel, Dwight W. Irvin, Howard P. Wills, Emily Gregori, Z. An, Paul B. Ingram

{"title":"From the Frontlines: Perceptions of Paraprofessionals’ Roles and Responsibilities","authors":"Rose A. Mason, A. B. Gunersel, Dwight W. Irvin, Howard P. Wills, Emily Gregori, Z. An, Paul B. Ingram","doi":"10.1177/0888406419896627","DOIUrl":"https://doi.org/10.1177/0888406419896627","url":null,"abstract":"The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators’ self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"97 - 116"},"PeriodicalIF":2.9,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419896627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41326630","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: 20

Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations 展示分数算术的概念理解——职前特殊和普通教育工作者的视觉表征分析

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-10-21 DOI: 10.1177/0888406419880540

Stephanie Morano, P. Riccomini

{"title":"Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations","authors":"Stephanie Morano, P. Riccomini","doi":"10.1177/0888406419880540","DOIUrl":"https://doi.org/10.1177/0888406419880540","url":null,"abstract":"To provide effective fractions instruction, teachers need deep understanding of fraction concepts (i.e., content knowledge) and skill in using visual representations of fractions to support student learning (i.e., pedagogical content knowledge); yet, research indicates that many pre- and in-service teachers lack knowledge in both areas. The present study examines the performance of 55 pre-service teachers (PSTs) on tasks assessing their procedural and conceptual knowledge of fractions, including a test of their ability to generate visual representations and story problems to model fraction multiplication and division. PSTs demonstrated high levels of procedural and conceptual knowledge of fraction addition and subtraction, moderate procedural knowledge for fraction multiplication and division, and relatively weak conceptual knowledge of fraction multiplication and division. Weak conceptual knowledge was related to inability to accurately model fraction multiplication and division using visual representations and story problems. Implications for research and practice are presented.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"314 - 331"},"PeriodicalIF":2.9,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419880540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47949601","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

A Systematic Review of Tactile Prompting in Teacher Education 触觉提示在教师教育中的系统回顾

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2019-09-25 DOI: 10.1177/0888406419877500

Andrew M. Markelz, Mary Catherine Scheeler, P. Riccomini, Jonte' C. Taylor

{"title":"A Systematic Review of Tactile Prompting in Teacher Education","authors":"Andrew M. Markelz, Mary Catherine Scheeler, P. Riccomini, Jonte' C. Taylor","doi":"10.1177/0888406419877500","DOIUrl":"https://doi.org/10.1177/0888406419877500","url":null,"abstract":"Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"296 - 313"},"PeriodicalIF":2.9,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419877500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45062977","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: 5

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":"42 1","pages":"193 - 208"},"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":"42 1","pages":"117 - 131"},"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":"42 1","pages":"338 - 354"},"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