NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ696975
Record Type: Journal
Publication Date: 2005
Pages: 13
Abstractor: Author
ISSN: ISSN-0014-4029
Does Teacher Education Produce Better Special Education Teachers?
Nougaret, Andre A.; Scruggs, Thomas E.; Mastropieri, Margo A.
Exceptional Children, v71 n3 p217 Spr 2005
Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
Council for Exceptional Children, 1110 North Glebe Road, Suite 300, Arlington, VA 22201-5704. Web site:
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Rating Scale