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ERIC Number: EJ793764
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: Author
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0162-6620
Teacher Candidates' Understandings of Instructional Strategies in a Changing Field
Wasburn-Moses, Leah
Action in Teacher Education, v29 n4 p66-82 Win 2008
The Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act of 2001 require that students with disabilities be included in statewide assessments and general education accountability systems, thereby placing increased demands on special education teachers. At issue is how new teachers are prepared to respond to these changes. This study analyzed new special education teachers' understandings of instructional strategies in light of changes in special education law and practice, through a vignette assessment. Results indicate that some teacher candidates may not possess the kinds of understandings that align with reform practices. Implications for policy, research, and practice in teaching and teacher education are presented. (Contains 7 tables.)
Rowman & Littlefield Education. Journal Subscriptions, 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 800-273-2223; Fax: 800-338-4550; e-mail: journals@rowman.com; Web site: http://www.rowmaneducation.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001