ERIC Number: ED450493
Record Type: RIE
Publication Date: 1996
Expertise in Special Educators.
Stough, Laura M.; Palmer, Douglas J.
Using a stimulated recall procedure, this study examined the reflections of identified "expert" special educators who were working in a variety of instructional settings with differing student populations. Participants were 13 special education teachers from urban, mid-size, and rural school districts. Special education supervisors were asked to nominate teachers who had at least five years of teaching experience, were recognized as being effective teachers, instructed students that generally made excellent progress, and were generally viewed as superior special education teachers. Teachers were interviewed about their classroom experiences and teaching philosophy and then viewed videotapes of their instruction to stimulate thoughts and decisions that were occurring during the instructional episode. Findings from the study indicate the stimulated recall procedures successfully prompted teachers to readily and prolifically express their thoughts and emotions concerning targeted teaching sequences. Many times teachers did not restrict their comments to the episode that they observed on the videotape, but expanded on how they made instructional decisions, describing previous events had influenced their decision-making. Teachers used instructional diagnosis and frequently consulted regular education teachers to teach students with special needs. The use of the stimulated recall procedure for transferring expertise is discussed. (Contains 27 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Texas A and M Univ., College Station.
Note: Paper presented at the Annual Meeting of the Teacher Education Division of the Council for Exceptional Children (Washington, DC, November 1996).