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Showing 1 to 15 of 44 results Save | Export
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Brownell, Mary T.; Jones, Nathan D.; Sohn, Hyojong; Stark, Kristabel – Teacher Education and Special Education, 2020
In the 2010 issue of "Teacher Education and Special Education (TESE)," Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues' charge to…
Descriptors: Educational Quality, Students with Disabilities, Teacher Education Programs, Special Education
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Dutt, Anuradha S.; Chen, Iris; Nair, Rahul – Teacher Education and Special Education, 2019
The aim of this exploratory study was to investigate the level of skills and training needs reported by special educators and teaching associates in functional behavioral assessment (FBA) and behavioral interventions within special education (SPED) schools in Singapore. The Skills and Needs Inventories in Functional Behavior Assessments and…
Descriptors: Educational Needs, Foreign Countries, Functional Behavioral Assessment, Intervention
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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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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Shepley, Collin; Lane, Justin D.; Grisham-Brown, Jennifer; Spriggs, Amy D.; Winstead, Olivia – Teacher Education and Special Education, 2018
Teachers in inclusive preschool classrooms are required to provide supports and instruction to children with and without developmental delays. In addition, teachers are required to use research and evidence-based practices, such as naturistic instructional procedures. Despite a plethora of research on the effectiveness and utility of naturalistic…
Descriptors: Preschool Teachers, Inclusion, Student Needs, Teaching Methods
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Brownell, Mary T.; Leko, Melinda M. – Teacher Education and Special Education, 2018
In this article, the authors provide a response to the special issue on "The Science of Teacher Professional Development: Iterative Design Studies Across Content Areas." In doing so, they present the framework of professional development (PD) enactment developed by Mary Kennedy and apply it to the three studies highlighted in this…
Descriptors: Faculty Development, Special Education Teachers, Teacher Education, Educational Research
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Orosco, Michael J.; Abdulrahim, Naheed A. – Teacher Education and Special Education, 2018
Educator preparation in comprehension strategy instruction (CSI) is essential to meeting the needs of English learners (ELs) in contemporary schools. This article provides teacher educators and professional developers with concrete examples of practices to prepare classroom teachers in comprehensive strategy instruction, based on an experimental…
Descriptors: English Language Learners, Teacher Competencies, Comprehension, Teaching Methods
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Tran, Le M.; Patton, James R.; Brohammer, Margene – Teacher Education and Special Education, 2018
An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the Individuals With Disabilities Education Act. A growing group of students with a disability are students who are culturally and linguistically diverse and…
Descriptors: Individualized Education Programs, Disabilities, Student Diversity, Teacher Competencies
Lembke, Erica S.; McMaster, Kristen L.; Smith, R. Alex; Allen, Abigail; Brandes, Dana; Wagner, Kyle – Teacher Education and Special Education, 2018
Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development…
Descriptors: Faculty Development, Individualized Instruction, Writing Instruction, Data
Griffin, Cynthia C.; Dana, Nancy F.; Pape, Stephen J.; Algina, James; Bae, Jungah; Prosser, Sherri K.; League, Martha B. – Teacher Education and Special Education, 2018
Enhancing all students' academic performance continues to be a national priority, and although achievement gains have been made overtime, shortfalls in mathematics learning for students with disabilities (SWD) remain. Research reveals that a substantial portion of the variability in students' mathematics achievement gains is due to the teacher. To…
Descriptors: Elementary School Teachers, Faculty Development, Elementary School Mathematics, Inclusion
Kennedy, Michael J.; Rodgers, Wendy J.; Romig, John Elwood; Mathews, Hannah Morris; Peeples, Katherine N. – Teacher Education and Special Education, 2018
Improving inclusive middle school science teachers' vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)-funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called…
Descriptors: Middle School Teachers, Science Teachers, Vocabulary, Faculty Development
Hoover, John J.; Soltero-Gonz├ílez, Lucinda – Teacher Education and Special Education, 2018
Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented…
Descriptors: Rural Schools, Culturally Relevant Education, Disabilities, Primary Education
Cavazos, Linda; Linan-Thompson, Sylvia; Ortiz, Alba – Teacher Education and Special Education, 2018
This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of…
Descriptors: Mixed Methods Research, Faculty Development, English Language Learners, Pedagogical Content Knowledge
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Tekin-Iftar, Elif; Collins, Belva C.; Spooner, Fred; Olcay-Gul, Seray – Teacher Education and Special Education, 2017
The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students' outcomes. Three…
Descriptors: Autism, Pervasive Developmental Disorders, Coaching (Performance), Teaching Methods
Mitchell, Barbara S.; Hirn, Regina G.; Lewis, Timothy J. – Teacher Education and Special Education, 2017
Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the…
Descriptors: Classroom Techniques, Behavior Modification, Inservice Teacher Education, Faculty Development
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