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Showing papers in "Teacher Education and Special Education in 1994"


Journal ArticleDOI
TL;DR: In this article, the relationship between efficacy and selected instructional vareables was explored for two types of special education teachers: direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, and indirect service providers who spent at least 50% of their time consulting, collaborating, or team teaching with general educators.
Abstract: ABSIRACT:The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.

936 citations


Journal ArticleDOI
TL;DR: In this paper, the authors investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education.
Abstract: The purpose of this study was to investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education. Participating teachers were identified by administrators and peers as being effective in working with students with LD. Sixty teachers (20 elementary, 20 middle school, and 20 high school) completed a survey instrument assessing teachers' beliefs, skills, and practices. A subset of the initial cohort of teachers (n = 12) also participated in extensive interviews and classroom observations to provide additional insight into their adaptive instructional practices. Results indicated that even among skilled teachers gaps exist between beliefs, practices, and skills. Discussion focuses on teacher beliefs, skills, and practices and differences among teachers in the three grade groupings.

139 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated the relationship between behaviors of preservice student teachers and ratings of their teaching effectiveness by a panel of observers, and calculated Pearson productmoment correlations to determine the relation.
Abstract: The purpose of this study was to investigate the validiy of critical indicators of teaching effectiveness for preservice student teachers in special education. Critical indicators are behaviors that can be used to make decisions about the effectiveness of student teachers. In this study, the relationship between behaviors of preservice student teachers and ratings of their teaching effectiveness by a panel of observers is investigated. Ten preservice teachers (nine female and one male) completing their student teaching in the area of emotional disturbedlbehavior disorders participated in the study. Teachers were observed using the Pupil Observation Procedure form. The observation form is designed to sample both student and teacher behaviors, and focuses on behaviors that occur during instruction. Videotaped sections of participants' lessons were shown to eight raters who judged the effectiveness of each preservice teacher. Pearson product-moment correlations were calculated to determine the relation betwe...

60 citations


Journal ArticleDOI
TL;DR: In this paper, a qualitative study was conducted to assess staff training needs as identified by the educators who are responsible for implementing programs for students with disabilities in general education settings, where participants in the study contributed information through tape-recorded focus group interviews which took place in five schools.
Abstract: The purpose of this qualitative study was to assess staff training needs as identified by the educators who are responsible for implementing programs for students with disabilities in general education settings. Participants in the study contributed information through tape-recorded focus group interviews which took place in five schools. As categories of training needs emerged from the transcripts of the groups, a constant comparative method was used to generate eight component areas for training purposes. These components were then incorporated into a training framework that reflects the expressed needs of these educators who are being asked to implement inclusive practices. Implications for the development of inservice preparation programs for inclusive education are discussed.

57 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe the collaborative conceptualization and implementation of a preservice teacher education program in early childhood and early childhood special education in the Departments of Special Education and Instruction and Curriculum at the University of Florida.
Abstract: Advocates of developmentally appropriate early childhood education are increasingly interested in promoting inclusive programs of early education and care for both typically-developing children and children with disabilities. The success of such programs is contingent upon the availability of personnel trained to meet the individual needs of children with a wide range of abilities. There is currently a scarcity of teachers who are adequately prepared to meet such a challenge. In this article, we describe the collaborative conceptualization and implementation of a preservice teacher education program in early childhood and early childhood special education in the Departments of Special Education and Instruction and Curriculum at the University of Florida. Processes of program initiation and development are delineated, and factors that have supported and challenged the program's success are described The successes and pitfalls outlined here can inform others seeking to meet the challenge of preparing teache...

52 citations


Journal ArticleDOI
TL;DR: In this article, Johns Hopkins University, in collaboration with two urban local education agencies and the Maryland State Department of Education (MSDE), developed a field-based, 2-year experimental program leading to certification and a Master's degree in special education.
Abstract: The severe and increasing shortage of personnel, particularly those from traditionally underrepresented groups, to teach students with mild and moderate disabilities has prompted teacher educators to explore alternative means of preparing certified and qualified special education teachers. Johns Hopkins University, in collaboration with two urban local education agencies and the Maryland State Department of Education (MSDE), developed a field-based, 2-year experimental program leading to certification and a Master's degree in special education. This program possessed several unique features: special recruitment procedures, intensive on-the-job university-based supervision, and local school mentoring. Efficacy data were collected from university supervisors, mentors, and building principals to assess the impact of the program. Direct observation instruments, interviews, and self-report questionnaires were used to collect dependent data. Comparisons were made with beginning special educators who had complet...

38 citations


Journal ArticleDOI
TL;DR: This article explored how general and special education teachers think and make instructional decisions about special needs students, and found that both groups possess different professional knowledge structures from which to interpret classroom events, identify and solve instructional problems, and collaborate with each other.
Abstract: In this study, we explored how general and special education teachers think and make instructional decisions about special needs students. Teachers viewed a videotape of a reading comprehension lesson for a small group of third grade students. One student was a target for observation and was classified as learning disabled. Quantitative and qualitative procedures were used to analyze teacher responses regarding the importance of instructional variables for the student and requests about instructional recommendations for the student. We found that general and special teacher groups may possess different professional knowledge structures from which to interpret classroom events, identify and solve instructional problems, and collaborate with each other. Implications for teacher preparation are offered.

37 citations


Journal ArticleDOI
TL;DR: The shortage of special education faculty has reached a critical level; supply and demand are not currently in balance because the demand continues to exceed the supply as mentioned in this paper, and a variety of complex issues have been identified.
Abstract: The shortage of special education faculty has reached a critical level; supply and demand are not currently in balance because the demand continues to exceed the supply. A variety of complex issues...

33 citations


Journal ArticleDOI
TL;DR: In this article, the authors compare traditional university supervision to peer coaching procedures that were used to promote the acquisition of effective teacher behaviors, and find that traditional supervision and peer coaching were equally effective for increasing desired teacher behaviors and decreasing undesired teacher behaviors.
Abstract: Providing effective supervision to preservice students enrolled in field-based practica continues to be a major challenge for university faculty. Fiscal and time constraints have necessitated the need to explore alternative models for providing feedback to students while they are placed in public school settings. Recently, researchers have begun to examine the appropriateness of infusing peer coaching procedures into teacher education programs. The results have been promising. The purpose of this particular study was to compare traditional university supervision to peer coaching procedures that were used to promote the acquisition of effective teacher behaviors. The firtdings of this investigation suggest that traditional university supervision and peer coaching procedures were equally effective for increasing desired teacher behaviors and decreasing undesired teacher behaviors. Moreover, students and their cooperating teachers both responded favorably to the peer coaching process.

32 citations


Journal ArticleDOI
TL;DR: A pre-referral model designed to assist general educators in their work with urban children was implemented in two inner city schools as discussed by the authors, which consisted of three components: information sharing sessions, peer exchange sessions, and peer coaching teams.
Abstract: A prereferral model designed to assist general educators in their work with urban children was implemented in two inner city schools. The model consisted of three components: information sharing sessions, peer exchange sessions, and peer coaching teams. The goal of the model was to create a structure wherein teachers could assist each other in the process of analyzing and generating solutions to problems or dilemmas presented by children in their classes who were experiencing learning problems. Interview data suggested that program participants offered more categories of teaching strategies to address children's problems and identified more successful teaching strategies than did nonparticipants. Referral rates, collected at the end of the school year, indicated that participants referred significantly fewer children than nonparticipants. Finally, as evidenced by their written comments, participants rated all components of the model positively.

26 citations


Journal ArticleDOI
TL;DR: In this paper, a mail survey of faculty members in general early childhood education designed to secure information about their perceptions of the benefits of and barriers to preschool mainstreaming was conducted, and a 22-item questionnaire was mailed to 204 general early education faculty members selected randomly from all regions of the United States.
Abstract: This report describes a mail survey of faculty members in general early childhood education designed to secure information about their perceptions of the benefits of and barriers to preschool mainstreaming A 22-item questionnaire was mailed to 204 general early childhood education faculty members selected randomly from all regions of the United States. A total of 114 (55.9%) questionnaires were returned in usable form. Respondents represented a full range of institutions of higher education. In all, 211 benefits in 10 categories and 202 barriers in 10 categories were listed Learning to accept differences was the mostfrequently cited benefit, and lack of trained staff and consultation was the most frequently listed barrier. Many benefits commonly ascribed to preschool mainstreaming were listed by the general early childhood education faculty. However, some (e.g., availability of peers as models, peers learning to be helpers) were cited less frequently than expected, and others (e.g., benefits to personnel ...

Journal ArticleDOI
TL;DR: In this article, a model that facilitates quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities is presented, which has been systematically developed and components have been and are being empirically validated.
Abstract: Although the importance of practicum experiences in preservice teacher education programs has been well established, these experiences frequently do not receite the attention and supervision necessary to promote successful outcomes (Haberman, 1983; Warger & Aldinger, 1984; Zeichner, 1990). A practicum supervision model that facilitates quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities is presented in this article. The model has been systematically developed and components have been and are being empirically validated.

Journal ArticleDOI
TL;DR: This paper found that 42% of new graduates did not take positions in IHE after completing their doctoral studies, and only 37% accepted positions as tenure-track faculty members, while those taking positions were more likely to move to accept a position.
Abstract: The supply of and demand for special education professionals in institutions of higher education (IHEs) has been studied since 1986, and the results of these studies indicate a great imbalance in the supply and demand for special education faculty. Because the field faces a substantial shortage, this research facused on the career choices of new special education doctoral graduates. Doctoral graduates from 3 year period were surveyed to determine their demographic make-up, where they took positions, and their relocation patterns to attend doctaral pragrams and to take their first positions We found that 42% of new graduates did not take positions in IHEs after completing their doctoral studies. Although 58% took jobs in IHEs, only 37% accepted positions as tenure-track faculty members. Also, new graduates did not change their career goals from their admission into their doctoral pragram, and those taking positions in IHEs were more likely to move to accept a position.

Journal ArticleDOI
TL;DR: In this article, the authors reviewed six peer coaching studies and discussed factors that are important to consider when using peer coaches to supervise preservice teachers during field-based experiences.
Abstract: Field-based experiences are essential to develop preservice teachers' effective instruction skills. However, it is difficult for many teacher education programs to provide frequent field observations. Peer coaches can enhance field-based experiences by observing and recording the performance of their peers, providing feedback on observed teaching behaviors, and helping preservice teachers correct errors and improve instruction. This article reviews six peer coaching studies and discusses factors that are important to consider when using peer coaches to supervise preservice teachers during field-based experiences.

Journal ArticleDOI
TL;DR: The authors described a field-based teacher education project that used action research to prepare teacher candidates to use learning strategies during educational partnerships with classroom teachers and provided the teacher candidate with the experience of establishing educational partnerships in the form of team-teaching with a mainstream teacher.
Abstract: In this article we describe a field-based teacher education project that used action research preparing teacher candidates to use learning strategies during educational partnerships with classroom teachers. Action research is described as linking theory with practice in teacher education. This article is the product of a teacher candidate working with a faculty advisor in reviewing the professional literature on metacognitive, process-oriented writing strategies and then applying the theoretically-based intervention in an authentic setting. The project also was designed to provide the teacher candidate with the experience of establishing educational partnerships in the form of team-teaching with a mainstream teacher. We also provide a background and overview of the PLEASE strategy for written expression. Following the overview, the results of a clinical investigation designed to assess the efficacy of the PLEASE strategy for written expression in a mainstream setting are reported. Results of the clinical ...

Journal ArticleDOI
TL;DR: This article reviewed the literature on social issues related to students with special needs, and the results of a survey to determine if special education teacher preparation programs offer or require coursework about these four social problems are reported.
Abstract: School personnel are faced with added demands as a result of the many problems facing sociey, including teen sexuality, HIV/AIDS, drug abuse, and homelessness. The literature on these topics is reviewed as it relates to students with special needs, and the results of a survey to determine if special education teacher preparation programs offer or require coursework about these four social problems are reported. Although there was wide variability in the coverage that special education teacher preparation programs were providing on these social issues, questions are raised about the thoroughness of the preparation. The implications for special education teacher preparation programs are discussed.

Journal ArticleDOI
TL;DR: The grass-roots effort is distinguished by a perception of common ground, a minimal administrative and financial structure, and a high degree of commitment from the teachers (public school and university) involved as discussed by the authors.
Abstract: University-public school partnerships are being formed and defined in various ways. In this paper we describe a collaborative, grass-roots partnership undertaken by the University of Alaska Anchorage and the Anchorage School District. The grass-roots effort is distinguished by a perception of common ground, a minimal administrative and financial structure, and a high degree of commitment from the teachers (public school and university) involved. Children at-risk for school failure was the specific issue that provided the initial common ground, but the effects of the partnership far extended the at-risk issue by the end of the 3-year period

Journal ArticleDOI
TL;DR: The evolution of a gaaduate-level teacher preparation program is described in this article, where the program first prepared students to administer programs, supervise teachers, and conduct research and evaluation in early childhood education programs for typically developing children.
Abstract: The evolution of a gaaduate-level teacher preparation program is descaribed. Commencing two decades ago, the program first prepared students to administer programs, supervise teachers, and conduct research and evaluation in early childhood education programs for typically developing children. Over time, the program increasingly focused on preparing students for roles in early childhood special education. Program redesign has been underway, based in large part on data generated via graduates' perceptions of their academic, practicum, and post-program experiences. The current program blends eaarly childhood regular and special education to prepare students for roles in inclusive early childhood environments. The process of program change seems continuous, given the many variables involved and their "puzzling" nature.

Journal ArticleDOI
TL;DR: In this paper, the effect of a computer-based hypertext program on academic achievement and problem-solving was examined in an introductory course in special education for non-majors.
Abstract: Two hundred and twelve undergraduate and graduate students enrolled in an introductory course in special education for nonmajors were used to examine the effect of a computer-based hypertext program on academic achievement and problem-solving. Students were assigned to one of three research groups including an experimental group (hypertext-based instructional program), a comparison group (linear drill-practice computer assisted instruction), and a control group. While posttest scores were significantly higher than pretest scores, analysis of covariance procedures found no significant differences on academic achievement or problem-solving ability for participants in the three groups. In contrast, significant differences were found in participants' perceptions toward the hypertext and drill-practice comparison programs. Students were more comfortable and preferred the structure and linear style of the drill-practice method to the more flexible nonlinear style of the hypertext prototype. Implications for pra...

Journal ArticleDOI
TL;DR: In this article, the authors investigated the perceptions of recent art education graduates regarding the nature, content, and effectiveness of their preparation to teach students with disabilities, and found that they were concerned with the content and content of their courses.
Abstract: In this study I investigated the perceptions of recent art education graduates regarding the nature, content, and effectiveness of their preparation to teach students with disabilities. Additionall...

Journal ArticleDOI
TL;DR: In this paper, the typical course of study for students preparing to be teachers of pupils with mental retardation was compared and corttrast from 1970 to 1990, and a brief review of past issues in special education teacher preparation and trends for the future are presented.
Abstract: The purpose of this study was to compare and corttrast from 1970 to 1990 the typical course of study for students preparing to be teachers of pupils with mental retardation. Twenty institutions of higher education were selected for examination. An analysis of program and course descraptions from the catalogs of these institutions indicated, among other findings, the following changes from 1970 to 1990: (a) little change in the high percentage of programs offering a separate course on the characteristics of mental retardation; (b) an increase in the percentage of programs offering cross-categorical courses, options to study multiple areas of disability, and coursework on severe disabilities; and (c) a decrease in the percentage of programs that require joint preparation in special and general education. A brief review of past issues in special education teacher preparation and trends for the future are presented.

Journal ArticleDOI
TL;DR: In this paper, the experiences of 62 individuals seeking their first higher education position in special education were assessed and participants were asked to note how many positions they applied for, how those positions came to their attention, what application materials were submitted, and the length of time it took institutions to respond to their applications.
Abstract: The experiences of 62 individuals seeking their first higher education position in special education were assessed. Participants were asked to note how many positions they applied for, how those positions came to their attention, what application materials were submitted, and the length of time it took institutions to respond to their applications. Twelve persons were also asked to assess the interviews they had on campuses. Results revealed that each subject applied for about 6 positions, most of which were advertised in The Chronicle of Higher Education. The application materials submitted by respondents were quite similar. The majority of respondents expressed several dissatisfactions with the search process. Applicants invited to campuses for interviews also expressed many dissatisfactions with the interview process. Difficulties communicating with committee members and concerns related to financial arrangements were mentioned.

Journal ArticleDOI
TL;DR: In this article, the authors describe the emergence of the support model of services for persons with developmental disabilities, their families, and university faculty members collaboratively to plan and deliver an introductory undergraduate course in developmental disabilities congruent with support model.
Abstract: In this article, we describe the emergence of the support model of services for persons with developmental disabilities. A rationale is presented for persons with developmental disabilities, their families, and university faculty members collaboratively to plan and deliver an introductory undergraduate course in developmental disabilities congruent with the support model. The content and format of a collaboratively planned course that has been taught and revised for the past 7 years are delineated. The major themes of the course include: the family-centered philosophy, respect for the values and strengths of individuals with developmental disabilities and their families, collaborative skills, and knowledge of life span issues and needs. A primary vehicle for teaching the themes is assigning hypothetical babies with severe developmental disabilities to teams of students that must then identify and meet their child's and family's needs from birth into adulthood. Course outcomes, both expected and unexpected...

Journal ArticleDOI
TL;DR: In this article, a study was conducted to describe the changes in teacher and student behavior that accompanied: (a) the placement of a computer in special education classrooms and (b) the completion of a 4-month practicum to integrate the computer into instructional programs.
Abstract: To increase the information available about the efficacy of strategies to train special education teachers to use technology, a study was conducted to describe the changes in teacher and student behavior that accompanied: (a) the placement of a computer in special education classrooms and (b) the completion of a 4-month practicum to integrate the computer into instructional programs. This research was conducted in concert with a master's degree program designed to train teachers of students with mild handicaps to effectively integrate technology into their instructional programs. This study employed a within-subjects (Intervention phase x Subjects) design to examine changes in individual classroom environments, and teacher's perceptions and beliefs across phases of intervention. This design allowed the statistical analysis of changes in classroom, student, and teacher variables across two intervention phases as measured by a computer-use attitudinal survey and a structured interview. The most striking cha...