Suzanne Tochterman

TL;DR: In this paper, the authors present a story-telling strategy for connecting theory to practice in real school settings, allowing and encouraging teachers to be active participants in creating progress, and to reflect on their experiences and learn new and different lessons from them each time.

TL;DR: In this article, the authors examined the Interstate School Leaders Licensure Consortium (ISLLC) standards in relation to special education leadership and recommended an integrated preparation program for special education leaders.

TL;DR: This article explored the relationship between the school-to-career transition research findings and current school reform initiatives and argued that secondary special educators should align their advocacy and research efforts within a "whole school reform" context as opposed to a "students with disabilities" context.

TL;DR: In this paper, the authors discuss the potential benefits and detriments of high-stakes assessment, the characteristics of useful assessments for students with disabilities and the potential impact on students with emotional and behavioral disorders (EBD).

TL;DR: In this article, the authors examined how preservice teachers of students with emotional disturbance (ED) experience their learning development as they progress through an intensive, 1-year internship within a professional development school (PDS).