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ERIC Number: EJ909903
Record Type: Journal
Publication Date: 2010
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0731-9487
Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices
Bishop, Anne G.; Brownell, Mary T.; Klingner, Janette K.; Leko, Melinda M.; Galman, Sally A. C.
Learning Disability Quarterly, v33 n2 p75-92 Spr 2010
Little research exists to help us understand why some beginning special education teachers of reading engage in more effective classroom practices than others. Factors that may influence these differences include personal attributes, preparation, and school environment. This mixed-methods study examined beginning special education teachers (N = 25) who taught reading to elementary students. Teachers were identified as most accomplished, moderately accomplished, and least accomplished, as defined by an overall classroom practice score. Interviews, observational field notes, and survey data on preparation and work environment revealed that the most accomplished beginners were consistently reflective, resourceful, and relentless and used these attributes to improve instruction, whereas others varied in this regard. Furthermore, while adequately prepared in special education, beginners reported inadequate preparation in reading. The interplay of personal attributes, preparation, and school environment seems to be a powerful determinant of a teacher's level of accomplishment. (Contains 1 table.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; 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: Colorado; Florida