Mary T. Brownell

TL;DR: In this paper, the authors present a framework derived from work in general education for analyzing teacher education programs and use this framework to analyze practice in teacher education in special education, and conclude by describing steps necessary to improve the special education teacher education.

TL;DR: In this article, the authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice, and argue that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classr...

TL;DR: For example, this paper found that teachers who transferred to a different school or district had perceptions of high stress and perceptions of poor school climate and were significantly younger than stayers, while those who left special education teaching primarily due to insufficient certification, perceptions of a high stress, and a perception of poor education climate.

TL;DR: This article investigated the relationship among general education teachers' (a) efficacy beliefs (N = 128) for instructing students with learning and behavior problems, the socioeconomic status of their students, and teachers' perceptions about (c) the support they receive from their building principal, (d) their collegial interactions, (e) the value of their preservice and inservice preparation, and their success in instructing such students in mainstream classrooms.

TL;DR: In this paper, the authors examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not, revealing differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction.