Publication Date
| In 2024 | 0 |
| Since 2023 | 2 |
| Since 2020 (last 5 years) | 3 |
| Since 2015 (last 10 years) | 3 |
| Since 2005 (last 20 years) | 3 |
Descriptor
Author
| Anderson, Ashley | 1 |
| Clausen, Amy M. | 1 |
| Cruz, Rebecca A. | 1 |
| Firestone, Allison R. | 1 |
| Hogan, Erin | 1 |
| Hujar, Julia | 1 |
| Manchanda, Sarah | 1 |
| Payne, S. Blair | 1 |
| Rodl, Janelle E. | 1 |
| Shelton, Alexandra | 1 |
| Spooner, Fred | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 2 |
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Secondary Education | 2 |
| Early Childhood Education | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Preschool Education | 1 |
Audience
Location
| California | 1 |
| Idaho | 1 |
| Oregon | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkClausen, Amy M.; Anderson, Ashley; Spooner, Fred; Walker, Virginia L.; Hujar, Julia – Teacher Education and Special Education, 2023
Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general education settings. To mitigate this, we must ensure that content related to the instruction and…
Descriptors: Special Education, Students with Disabilities, Inclusion, Regular and Special Education Relationship
Shelton, Alexandra; Swanson, Elizabeth; Wexler, Jade; Payne, S. Blair; Hogan, Erin – Teacher Education and Special Education, 2023
Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers' and 64 instructional coaches'…
Descriptors: Middle School Teachers, Literacy Education, Coaching (Performance), Faculty Development
Cruz, Rebecca A.; Manchanda, Sarah; Firestone, Allison R.; Rodl, Janelle E. – Teacher Education and Special Education, 2020
Culturally responsive teaching (CRT) is a set of practices designed to build on students' cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers' self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching…
Descriptors: Culturally Relevant Education, Teacher Effectiveness, Self Efficacy, Teacher Attitudes
