This study investigated the efficacy of an instructional training module focused on alphabetic principle, more specifically, the speech sounds of English on letter-sound knowledge of preservice teachers enrolled in elementary or special education teacher certification programs. In addition, this study examined preservice teachers' ability to apply…

In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term…

Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To…

Description of the field experiences in the preservice special education program at Pennsylvania State University examines influences on the program; program content, activities, and evaluation; and outcomes. The program was designed to incorporate multiple field experiences in a graduated sequence, expose students to a variety of settings and…

Teachers (N=178) of emotionally handicapped students completed surveys that revealed a significant relationship between level of confidence and previous training in methods of coping with aggression. Despite nearly unanimous agreement on the need for such training, the majority had received relevant training through inservice rather than…

A survey of 904 special education teachers determined the nature and extent of parent-teacher interactions, by gathering data on number of parent contacts, time spent, communication format (written, telephone, or personal visit), nature of parent contacts in Individualized Education Plan (IEP) development, teachers' roles during IEP meetings, and…

Undergraduate special education majors (N=72) who took a course utilizing the "pause procedure" (the lecturer pauses for two minutes three times during each 45-minute lecture) scored significantly higher on measures assessing recall of fact and on objective tests than did students who received the standard lecture format. (CB)