NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809680
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
Reference Count: 79
ISSN: ISSN-0741-9325
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap?: A Perspective on the Teacher Shortage in Special Education
McLeskey, James; Billingsley, Bonnie S.
Remedial and Special Education, v29 n5 p293-305 2008
Although effective practices have been developed to address the needs of a wide range of students with disabilities, evidence suggests a limited use of these practices. Potential contributors to the research-to-practice gap focus on problems with pre-service teacher preparation, professional development, and the nature of research. The authors present evidence that the lack of well-qualified special education teachers, the instability of special education teachers in teaching positions (i.e., attrition and migration), and inadequate work conditions contribute to the research-to-practice gap. They also address the need for comprehensive, coordinated, and sustained efforts to reduce the teacher shortage and improve the likelihood that special educators have the work conditions needed to use effective practices. (Contains 2 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A