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Sayeski, Kristin L.; Hamilton-Jones, Bethany; Cutler, Grace; Earle, Gentry A.; Husney, Lauren – Teacher Education and Special Education, 2019
A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine "best practice" for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback…
Descriptors: Feedback (Response), Role, Preservice Teachers, Accuracy
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Klopfer, Kristina M.; Scott, Katreena; Jenkins, Jennifer; Ducharme, Joe – Teacher Education and Special Education, 2019
Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education…
Descriptors: Preservice Teacher Education, Classroom Techniques, Pretests Posttests, Emotional Disturbances
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Schles, Rachel Anne; Robertson, Rachel E. – Teacher Education and Special Education, 2019
Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the…
Descriptors: Role, Feedback (Response), Evidence Based Practice, Preservice Teacher Education
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Mueller, Tracy Gershwin; Vick, Anna Moriarity – Teacher Education and Special Education, 2019
There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family-professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their…
Descriptors: Resilience (Psychology), Individualized Education Programs, Meetings, Teamwork
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Yell, Mitchell L.; Bateman, David F. – Teacher Education and Special Education, 2019
The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court's decisions in "Board of Education v. Rowley" and "Endrew…
Descriptors: Court Litigation, Public Education, Educational Legislation, Disabilities
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Fink Chorzempa, Barbara; Smith, Michael D.; Sileo, Jane M. – Teacher Education and Special Education, 2019
Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one's practices is essential, but it is often a lacking component of initial certification…
Descriptors: Evidence Based Practice, Decision Making, Problem Solving, Preservice Teachers
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Sindelar, Paul T.; Fisher, Tiffany L.; Myers, Jonté A. – Teacher Education and Special Education, 2019
With vetted data from state department of education websites, the authors undertook to update previous studies of special education licensure. They organized state licensure structures by the presence or absence of (a) grade bands and (b) differentiations (by category or severity). They assessed the impact of structure on student outcomes and…
Descriptors: Special Education Teachers, Teacher Certification, Licensing Examinations (Professions), Program Effectiveness
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Gilmour, Allison F.; Majeika, Caitlyn E.; Sheaffer, Amanda W.; Wehby, Joseph H. – Teacher Education and Special Education, 2019
Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers' use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of…
Descriptors: Classroom Techniques, Teacher Evaluation, Scoring Rubrics, Students with Disabilities
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Woolf, Sara B. – Teacher Education and Special Education, 2019
Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special…
Descriptors: Teaching Skills, Teacher Effectiveness, Special Education Teachers, Preservice Teacher Education
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Biggs, Elizabeth E.; Gilson, Carly B.; Carter, Erik W. – Teacher Education and Special Education, 2019
The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams--a total of 22 teachers and paraprofessionals--to identify…
Descriptors: Special Education Teachers, Paraprofessional School Personnel, Students with Disabilities, Severe Disabilities
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van Garderen, Delinda; Scheuermann, Amy; Poch, Apryl L. – Teacher Education and Special Education, 2019
In this article, we present findings that examined special education teachers' perception of students' with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently…
Descriptors: Special Education Teachers, Teacher Attitudes, Attitudes toward Disabilities, Students with Disabilities
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Bialka, Christa S.; Hansen, Nicole; Wong, Sarah Jin – Teacher Education and Special Education, 2019
Teacher preparation programs play a seminal role in the development of prospective teachers, as they provide future educators with information regarding the rights of students with disabilities and the pedagogical means to support them in the classroom. Yet, few programs focus on how to discuss disability with students (Abernathy & Taylor,…
Descriptors: Teacher Education Programs, Preservice Teacher Education, Teacher Competencies, Disabilities
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Maheady, Larry – Teacher Education and Special Education, 2018
This article was developed from an earlier invitation to discuss what it was like to teach at a comprehensive arts and science college with a large teacher education program while also trying to conduct and publish applied research. Were there any particular tricks to getting things done that could be handed down to younger professionals working…
Descriptors: Special Education, Teacher Education Programs, Research Needs, Agenda Setting
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Knackstedt, Kimberly M.; Leko, Melinda M.; Siuty, Molly Baustien – Teacher Education and Special Education, 2018
In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers' sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic…
Descriptors: Special Education, Educational Legislation, Regression (Statistics), Teacher Attitudes
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Siuty, Molly Baustien; Leko, Melinda M.; Knackstedt, Kimberly M. – Teacher Education and Special Education, 2018
Teachers make numerous decisions each day, yet processes undergirding these decisions are elusive and have not been the subject of many in-depth investigations within special education. The purpose of this qualitative investigation, therefore, was to complete a micro-level analysis of the influence of curriculum on 11 middle school teachers'…
Descriptors: Role, Curriculum, Teacher Attitudes, Decision Making
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