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Showing 1 to 15 of 33 results Save | Export
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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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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
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Love, Hailey R.; Horn, Eva; An, Zhe – Teacher Education and Special Education, 2019
Making data-based decisions is a pervasive expectation for educators and is linked to improved outcomes for students. Observational data collection for progress monitoring, in particular, can help educators track and support students' progress toward individualized educational goals in inclusive settings. Yet, many educators struggle with data…
Descriptors: Teaching Methods, Data Collection, Observation, Early Childhood Teachers
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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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Scheeler, Mary Catherine; Morano, Stephanie; Lee, David L. – Teacher Education and Special Education, 2018
In today's autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are…
Descriptors: Autism, Feedback (Response), Educational Technology, Assistive Technology
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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
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
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Alter, Peter; Haydon, Todd – Teacher Education and Special Education, 2017
Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. Classroom rules are identified as an integral part of effective classroom management as they are relatively simple to implement and focus on preventing challenging behaviors before they occur. Sources such as…
Descriptors: Classroom Techniques, Literature Reviews, Educational Practices, Positive Behavior Supports
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Dawson, Melanie Rees; Lignugaris/Kraft, Benjamin – Teacher Education and Special Education, 2017
Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and…
Descriptors: Teaching Skills, Computer Simulation, Virtual Classrooms, Preservice Teachers
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Xin, Joy F.; Accardo, Amy L.; Shuff, Midge; Cormier, Mary; Doorman, Diane – Teacher Education and Special Education, 2016
Globalization affects many aspects of our lives in the 21st century and requires us to adopt an international perspective. For this study, global content was integrated into one course of an undergraduate special education teacher education program. A total of 118 teacher candidates were enrolled in the course over two semesters. A pre-post test…
Descriptors: Teacher Education Programs, Special Education, Lesson Plans, Scoring Rubrics
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Vince Garland, Krista M.; Holden, Kara; Garland, Dennis Patrick – Teacher Education and Special Education, 2016
One of the challenges facing educators who teach students with autism spectrum disorders is implementing evidence-based practices (EBPs) with fidelity. One EBP used to help such learners in acquiring targeted behavioral or academic skills is prompting. In this study, the authors examine the efficacy of individualized clinical coaching (ICC) of…
Descriptors: Coaching (Performance), Beginning Teachers, Graduate Students, Autism
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Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie; Storie, Sloan – Teacher Education and Special Education, 2016
The purpose of this research was to determine the impact of eCoaching on two special education teachers' use of modeling strategies across child-led, teacher-led, and mealtime routines. A multiple-probe, single-case design was used to determine the effects of eCoaching on teachers' use of three modeling strategies. Each of the three strategies was…
Descriptors: Coaching (Performance), Special Education Teachers, Technology Uses in Education, Modeling (Psychology)
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Alexander, Jennifer L.; Ayres, Kevin M.; Smith, Katie A. – Teacher Education and Special Education, 2015
In this review, the authors include 23 studies where researchers experimentally evaluated training for teachers of students with Autism Spectrum Disorder (ASD). Authors summarized qualitative information on study and participant characteristics. Next, variables related to teacher practice and student learning targets were categorized based on…
Descriptors: Pervasive Developmental Disorders, Autism, Evidence, Best Practices
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Donaldson, Amy L. – Teacher Education and Special Education, 2015
Children with autism spectrum disorder (ASD) often present with varied skill profiles and levels of severity making development and implementation of specialized school services challenging. Research indicates that school professionals require and desire additional ASD-specific professional development, both at the pre-and in-service levels.…
Descriptors: Apprenticeships, Training Methods, Models, Pervasive Developmental Disorders
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