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Mahoney, Michael – Journal of Special Education Apprenticeship, 2020
Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently…
Descriptors: Evidence Based Practice, Inclusion, Secondary Education, Regular and Special Education Relationship
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Zobell, Erin; Hwang, Jiwon – Journal of Special Education Apprenticeship, 2020
Revisions of the Individuals with Disabilities Education Act (IDEA) of 1997 allowed for districts to hire teachers' aides to assist in the educational process. These teachers' aides, known as paraprofessionals or paraeducators, have increased in number since 1997 and now play an important role in helping students with disabilities. The purpose of…
Descriptors: Paraprofessional School Personnel, Staff Role, Training, Special Education
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Chandler, Brennan; Hagaman, Jessica – Journal of Special Education Apprenticeship, 2020
Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self-regulated strategy development (SRSD) model. However, there is limited…
Descriptors: Middle School Students, Preservice Teachers, Reading Strategies, Teaching Methods
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Bolinger, Sarah J.; Mucherah, Winnie; Markelz, Andrew M. – Journal of Special Education Apprenticeship, 2020
There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers' and special education teachers' knowledge of ADHD and the interaction with classroom…
Descriptors: Knowledge Base for Teaching, Attention Deficit Hyperactivity Disorder, Classroom Techniques, Special Education Teachers
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Weiss, Margaret P.; Regan, Kelley S.; Glaser, Holly D. – Journal of Special Education Apprenticeship, 2020
Internship is a critical feature of teacher preparation programs and can be one of the most influential experiences for teacher candidates. New technologies, such as eCoaching, demonstrate promising results in providing richer experiences to teacher candidates during internship. eCoaching allows university supervisors to provide real-time feedback…
Descriptors: Teacher Interns, Preservice Teacher Education, Coaching (Performance), Feedback (Response)
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Fisher, Karin M.; Willis, Cassandra B.; Ransom, Barbara E. – Journal of Special Education Apprenticeship, 2020
In 2017, the Supreme Court of the United States redefined Free and Appropriate Public Education (FAPE) for students with disabilities (SWD) in "Endrew F. v. Douglas County School District." The Court's new standard for FAPE was more demanding than previous rulings. Parents of SWD are expected to participate in the special education…
Descriptors: Court Litigation, Parents, Students with Disabilities, Individualized Education Programs
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Scheef, Andrew R.; Thapa, Bishal; Lerum, Ellie; Poppen, Marcus I. – Journal of Special Education Apprenticeship, 2020
Opportunities for inclusive postsecondary education for students with intellectual and developmental disabilities are becoming increasingly common at institutions of higher education in the United States. Although inclusive postsecondary opportunities benefit the entire campus, this may be especially true for students enrolled in teacher education…
Descriptors: Inclusion, Postsecondary Education, Intellectual Disability, Developmental Disabilities
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Lannan, Amanda – Journal of Special Education Apprenticeship, 2019
"I want to make the most of my college experience…pass the courses I need to get into law school, make new friends, and travel. Maybe study abroad." These are the sentiments of one undergraduate student. These goals are not so different from those of hundreds of students attending college, yet, the mere fact she is blind creates a…
Descriptors: Students with Disabilities, Blindness, Partial Vision, Undergraduate Students
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Dueker, Scott A.; Cannella-Malone, Helen I. – Journal of Special Education Apprenticeship, 2019
Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting…
Descriptors: Mathematics Instruction, Teaching Methods, Technology Uses in Education, Video Technology
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Markelz, Andrew M.; Riden, Benjamin S. – Journal of Special Education Apprenticeship, 2019
Effective classroom management is pivotal in special education teachers' successful interactions with students who frequently engage in inappropriate and undesirable behaviors. One evidence-based strategy to promote positive social and academic outcomes is behavior specific praise (BSP). Yet, regardless of the evidential benefits of BSP, teachers…
Descriptors: Classroom Techniques, Positive Reinforcement, Handheld Devices, Technology Uses in Education
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Lohmann, Marla J.; Hovey, Katrina A.; Gauvreau, Ariane N.; Higgins, Johanna P. – Journal of Special Education Apprenticeship, 2019
For over a century, early childhood experts have discussed the importance of play for young children's growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social…
Descriptors: Preschool Children, Students with Disabilities, Assistive Technology, Inclusion
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Randolph, Kathleen M.; Duffy, Mary Lou – Journal of Special Education Apprenticeship, 2019
Coaching in the school setting typically follows a teacher observation by an administrator or coach. Feedback is often delayed and does not allow for immediate error correction. Traditional professional development in schools is often a one-day passive receipt of content or strategies, with no time to practice, implement, or follow-up on the…
Descriptors: Coaching (Performance), Evidence Based Practice, Inservice Teacher Education, Faculty Development
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Kaczorowski, Tara L.; Kroesch, Allison M.; White, Mandy; Lanning, Brianna – Journal of Special Education Apprenticeship, 2019
Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with…
Descriptors: Blended Learning, Special Education Teachers, Teaching Methods, Teacher Education Programs
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Cheek, Aftynne E.; Idol, Whitney A.; Jones, Jennie L.; Holden, Kara B. – Journal of Special Education Apprenticeship, 2019
Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation…
Descriptors: Technology Integration, Teacher Education Programs, Preservice Teachers, Best Practices
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Leggio, Joseph C.; Terras, Katherine L. – Journal of Special Education Apprenticeship, 2019
This study investigated the qualities, knowledge, and skills of effective teachers for students with emotional/behavioral disorders (EBD) from the perspective of six special education teachers. Data were collected using semi-structured interviews and a focus group. An analysis of the data yielded three themes. First, effective EBD teachers develop…
Descriptors: Teacher Effectiveness, Emotional Disturbances, Behavior Disorders, Students with Disabilities
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