NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ844203
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0014-4029
The Role of Domain Expertise in Beginning Special Education Teacher Quality
Brownell, Mary T.; Bishop, Anne G.; Gersten, Russell; Klinger, Janette K.; Penfield, Randall D.; Dimino, Joseph; Haager, Diane; Menon, Shailaja; Sindelar, Paul T.
Exceptional Children, v75 n4 p391-411 Sum 2009
This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom practices and student achievement gains on various reading measures. Findings revealed special education beginning teachers were somewhat knowledgeable about teaching reading, but this knowledge did not contribute a significant portion of variance to classroom practice. Practices in classroom management, decoding practices, and providing explicit, engaging instruction accounted for a significant portion of variance in student reading gains. Implications for further research and the preparation and induction of beginning teachers are provided. (Contains 8 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Colorado; Florida
Identifiers - Assessments and Surveys: Gray Oral Reading Test