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| In 2024 | 4 |
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| Teacher Education and Special… | 4 |
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| Journal Articles | 4 |
| Reports - Research | 3 |
| Information Analyses | 1 |
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| Higher Education | 2 |
| Postsecondary Education | 2 |
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Direct linkRoddy Theobald; Dan Goldhaber; Erica Mallett Moore – Teacher Education and Special Education, 2024
The authors use data on high school students and teachers from Washington state to connect the observable characteristics and preparation of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grades, grade progression, and on-time graduation) of students with and without disabilities in…
Descriptors: High School Students, High School Teachers, Career Education, Technical Education
Abdulaziz H. Alsaeed; Sheida K. Raley; Karrie A. Shogren; Mayumi Hagiwara; LaRon A. Scott; Jennifer A. Kurth – Teacher Education and Special Education, 2024
There is a need for a measure that examines teacher roles in implementing the Self-Determined Learning Model of Instruction (SDLMI) to advance equity in opportunities and experiences to build self-determination for all students, including students with disabilities and students of color with disabilities. In this study, the authors introduce a…
Descriptors: Models, Teacher Role, Self Evaluation (Individuals), Measures (Individuals)
Kristen Merrill O'Brien; Sarah A. Nagro; Gino D. Binkert; Katherine Szocik; Margaret Gerry – Teacher Education and Special Education, 2024
Field experiences are often considered by researchers, leading organizations, and accrediting bodies as a critical component of special education teacher preparation. Yet, much remains unknown about the types or numbers of field experiences that will best prepare special education teacher candidates. Given the ongoing changes in the field of…
Descriptors: Field Instruction, Special Education Teachers, Teacher Education, Student Teachers
Tashnuva Shaheen; Hannah Mathews; Elizabeth Bettini; Nathan Jones – Teacher Education and Special Education, 2024
Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators' sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research…
Descriptors: Preservice Teachers, Self Efficacy, Field Experience Programs, Career Planning
