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Pearl, Cynthia E.; Vasquez, Eleazar, III.; Marino, Matthew T.; Wienke, Wilfred; Donehower, Claire; Gourwitz, Jillian; Rosenberg, Michael S.; Duerr, Sunny R. – Teacher Education and Special Education, 2018
The purpose of this study was to provide content validation for quality indicators included in an observation instrument developed to evaluate classrooms serving students with autism spectrum disorders (ASD). A panel of 103 subject-matter experts consisting of a mixture of field personnel (n = 64; 59 classroom teachers, five school administrators)…
Descriptors: Content Validity, Pervasive Developmental Disorders, Autism, Inclusion
Peer reviewed Peer reviewed
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Harvey, Michael W.; Yssel, Nina; Jones, Ruth E. – Teacher Education and Special Education, 2015
In this study, the authors represent an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. In this study,…
Descriptors: Response to Intervention, Preservice Teacher Education, Higher Education, Investigations
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Neeper, Lance S.; Dymond, Stacy K. – Teacher Education and Special Education, 2012
The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States, and to determine faculty attitudes and beliefs about the application of SL in special education. Participants included faculty with experience in SL teaching and/or research in…
Descriptors: Service Learning, Special Education Teachers, Higher Education, College Faculty
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Sindelar, Paul T.; Rosenberg, Michael S. – Teacher Education and Special Education, 2003
Information from 121 chairs of 1997-98 special educational search committees was collected. The majority of positions were at the rank of Assistant Professor and were left vacant due to faculty mobility. Seventy-three percent of searches ended successfully; 76% of those hired were women; and 20% were culturally or linguistically diverse. (Contains…
Descriptors: Disabilities, Diversity (Faculty), Faculty Mobility, Faculty Recruitment
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Smith, Deborah Deutsch; Pion, Georgine M.; Tyler, Naomi Chowdhuri; Gilmore, Robert – Teacher Education and Special Education, 2003
After a systematic national search, 86 special education doctoral programs were found to be active in 1999. Program administrators were surveyed and results indicate most special education doctoral programs are under enrolled, doctoral students' enrollment has declined 30% over the last 20 years, and programs are not highly selective. (Contains…
Descriptors: Declining Enrollment, Disabilities, Doctoral Degrees, Doctoral Programs
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Pion, Georgine M.; Smith, Deborah D.; Tyler, Naomi C. – Teacher Education and Special Education, 2003
A survey of individuals who earned their doctorates between 1994-1998 (n=872) found only 36% of recipients were employed full-time in tenure-line positions. Factors influencing career choices included age at beginning doctoral study; career aspirations of beginning doctoral students; institutional financial support; and the ability to relocate…
Descriptors: Age Differences, Career Choice, Disabilities, Doctoral Degrees
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Tyler, Naomi C.; Smith, Deborah Deutsch; Pion, Georgine M. – Teacher Education and Special Education, 2003
A survey of 1,267 doctoral students found their primary consideration in selecting a doctoral program was not having to relocate. Students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/supervision, and diversity. Less than half were interested in faculty positions.…
Descriptors: Disabilities, Doctoral Programs, Faculty Mobility, Faculty Recruitment
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LaMontagne, M. J.; Johnson, Lawrence J.; Kilgo, Jennifer L.; Stayton, Vicki; Carr, Victoria; Bauer, Anne M.; Carpenter, Jenny – Teacher Education and Special Education, 2002
This study examined perceptions of unified early childhood personnel preparation programs by 28 faculty members in such programs and by graduates (n=42) of unified, dual, or separate exceptional child education or exceptional child special education programs. Faculty stressed the importance of commitment and collaborative problem solving. The…
Descriptors: College Faculty, Disabilities, Early Childhood Education, Graduate Surveys
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Cook, Bryan G. – Teacher Education and Special Education, 2002
The inclusive attitudes of 181 undergraduate preservice general educators were measured using the Opinions Relative to Integration of Students with Disabilities scale. Attitudes were more positive toward inclusion of students with learning disabilities than of students with behavior disorders, mental retardation, and multiple disabilities.…
Descriptors: Attitude Change, Attitude Measures, Attitudes toward Disabilities, College Students
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Beattie, John; Spooner, Fred; Jordan, LuAnn; Algozzine, Bob; Spooner, Melba – Teacher Education and Special Education, 2002
This study compared student ratings of graduate teacher education courses given either on campus or off campus through distance learning technology. Overall, course, instructor, and general ratings were similar for the course given regardless of setting or delivery format. Discussion focuses on appropriate applications of distance learning…
Descriptors: Course Evaluation, Delivery Systems, Disabilities, Distance Education
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Zabel, Robert H.; And Others – Teacher Education and Special Education, 1984
Over 600 special education teacher educators completed questionnaires about conditions and satisfaction with various aspects of their work. Five discrete job satisfaction factors were identified, with statistically significant differences according to age, marital status, sex, academic rank, tenure status, salary, and number of years in higher…
Descriptors: Disabilities, Higher Education, Job Satisfaction, Special Education Teachers
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Nutter, Ronald E.; McBride, James – Teacher Education and Special Education, 1981
The study assessed the utility of the courses and the training experiences at doctoral degree granting programs supported by the Bureau of Education for the Handicapped (now the Office of Special Education) as perceived by 45 practicing special education administrators who are graduates of those programs. (SB)
Descriptors: Administrator Attitudes, Administrator Education, Curriculum Evaluation, Disabilities
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Sugai, George – Teacher Education and Special Education, 1981
Twenty-eight unergraduates preparing for elementary and special education certification were observed on a team measurement activity. A number of performance skill deficits were revealed including inability to follow directions and inability to multiply mixed fractions. (SB)
Descriptors: Disabilities, Higher Education, Special Education Teachers, Teacher Education
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Chance, William G.; And Others – Teacher Education and Special Education, 1982
The study involving 302 undergraduate elementary/early childhood education students looked at what specific information relating to serving handicapped students in regular education settings was being provided through traditional education courses and what information needed more attention. (SB)
Descriptors: Curriculum, Disabilities, Higher Education, Knowledge Level
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Tyler, Naomi Chodhuri; Smith, Deborah Deutsch – Teacher Education and Special Education, 1999
This study surveyed 146 recent graduates from special-education doctoral programs concerning the following: motivating factors for obtaining a doctoral degree, considerations when selecting initial careers, and the effects of marriage and family on those decisions. Salary, relocation factors, and prior career experiences strongly influenced…
Descriptors: Career Choice, College Faculty, Decision Making, Disabilities
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