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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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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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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
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
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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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Rakap, Salih; Jones, Hazel A.; Emery, Alice Kaye – Teacher Education and Special Education, 2015
This article describes the development, implementation, and second-year evaluation of Project Autism Competencies for Endorsement (ACE), a web-based professional development (PD) program that is designed to train teachers currently working in the field to meet the unique and diverse needs of children with autism spectrum disorders (ASDs). A…
Descriptors: Faculty Development, Autism, Pervasive Developmental Disorders, Teacher Competencies
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Vernon-Dotson, Lisa J.; Floyd, Loury O.; Dukes, Charles; Darling, Sharon M. – Teacher Education and Special Education, 2014
In this review of the literature, the authors examined studies investigating course delivery methods for preparing special education teachers. Ultimately, 17 studies were reviewed using a constant comparative qualitative method of analysis. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics,…
Descriptors: Teacher Education, Special Education, Special Education Teachers, Grounded Theory
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Dukes, Charles; Darling, Sharon M.; Doan, Kim – Teacher Education and Special Education, 2014
In this introduction to the special issue on evolving changes in our field, we have intentionally chosen to use the power of a vastly different metaphor to promote deep reflection. Specifically, we will introduce the notion of selection pressures and its impact on an evolutionary process, illustrating how special education teacher education has…
Descriptors: Teacher Education, Special Education Teachers, Special Education, Educational Change
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Rock, Marcia L.; Schumacker, Randall E.; Gregg, Madeleine; Howard, Pamela W.; Gable, Robert A.; Zigmond, Naomi – Teacher Education and Special Education, 2014
In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants' electronically archived video files at three points in time--Spring 1 (i.e., baseline, which was the first semester of…
Descriptors: Special Education, Preservice Teachers, Educational Technology, Feedback (Response)
Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily – Teacher Education and Special Education, 2014
Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called Content…
Descriptors: Phonological Awareness, Preservice Teachers, Educational Technology, Reading Instruction
Hill, Doris Adams; Flores, Margaret M.; Kearley, Regina F. – Teacher Education and Special Education, 2014
The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on…
Descriptors: Extended School Year, Preservice Teachers, Kindergarten, Elementary School Students
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Bethune, Keri S.; Wood, Charles L. – Teacher Education and Special Education, 2013
This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers' implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions to different situations.…
Descriptors: Behavior Modification, Functional Behavioral Assessment, Student Behavior, Coaching (Performance)
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Faulkner, Valerie N.; Cain, Chris R. – Teacher Education and Special Education, 2013
Student performance in mathematics has been linked to the mathematical knowledge of the teacher. Based on this finding, a 5-day professional development module was created to improve teachers' mathematical knowledge and their understanding of number sense. We found no difference prior to the professional development in mathematical content…
Descriptors: Professional Development, Mathematics Education, Elementary Secondary Education, Knowledge Base for Teaching
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Maddox, Laura L.; Marvin, Christine A. – Teacher Education and Special Education, 2013
Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report…
Descriptors: Autism, Trainees, Technical Assistance, Educational Practices
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