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ERIC Number: EJ926849
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1525-1810
Supporting Improved Practice for Special Education Teachers: The Importance of Learner-Centered Professional Development
McLeskey, James
Journal of Special Education Leadership, v24 n1 p26-35 Mar 2011
The limited use of evidence-based practices has led to increased interest in forms of professional development that improve teacher practice and student outcomes. Traditional forms of expert-centered professional development have been demonstrated to have little impact on teacher practices or student outcomes. Newer forms of learner-centered professional development have been demonstrated to be an effective approach to changing the practice of many general and special education teachers and improving student outcomes. In spite of these research findings, the predominant form of professional development for general and special education teachers continues to be expert-centered professional development. Administrators play a critical role in providing high quality professional development for all of their teachers, but especially beginning teachers in both general and special education. Critical roles include resource acquisition, providing time for collaborative planning and implementation, supporting peer coaching activities, and evaluating the effectiveness of professional development.
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A