Journal ArticleDOI
“That’s My Job” Comparing the Beliefs of More and Less Accomplished Special Educators Related to Their Roles and Responsibilities
Jennifer Urbach,Brooke A. Moore,Janette K. Klingner,Sally Campbell Galman,Diane Haager,Mary T. Brownell,Mary Dingle +6 more
TLDR
In this paper, the purpose of the study is to understand special education teachers' beliefs regarding their roles and responsibilities and to determine how these beliefs differ among more and less accomplished teachers.Abstract:
The purpose of this study is to understand special education teachers’ beliefs regarding their roles and responsibilities and to determine how these beliefs differ among more and less accomplished ...read more
Citations
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Basics of qualitative research: Grounded theory procedures and techniques
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
Teachers’ Characteristics: Research on the Demographic Profile University
Karen Zumwalt,Elizabeth Craig +1 more
TL;DR: The need for 200,000 new teachers annually over the next decade has been identified as one of the most urgent issues in the teaching pool as discussed by the authors, and issues of quantity, quality, and equity dominate current discussions of teacher recruitment.
Journal ArticleDOI
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
TL;DR: The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector, results of a seven-step adaptation process resulted in 75 school-adapted strategies.
Journal ArticleDOI
Perceptions about Expert Teaching for Students with Severe Disabilities among Teachers Identified as Experts.
TL;DR: Teaching students with severe disabilities is a complex endeavor and the skills and qualities of expert teachers for students with severely disabilities are not well understood as discussed by the authors, and a lack of understand...
Journal ArticleDOI
Is it all about loving the kids? Perceptions about expertise in special education
TL;DR: In this paper, teachers, school leaders, and faculty were interviewed regarding their perceptions about the expertise of teachers of students with significant support needs and found that deficit-and asset-oriented views of students were related to views about the professionalism of teachers.
References
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Journal ArticleDOI
Beyond Strategies Teacher Beliefs and Writing Instruction in Two Primary Inclusion Classrooms
TL;DR: Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction, suggesting that, although the teachers shared similar views on inclusion, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability.
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Bilingual Special Education Teachers' Shifting Paradigms Complex Responses to Educational Reform
TL;DR: The nature and process of change among five bilingual special education teachers as they attempted to modify existing instructional practices were examined, finding the more special education training in the teachers' background, the stronger their reductionist orientation.
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Support teachers' beliefs about the academic achievement of students with special educational needs
TL;DR: In this paper, the authors describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs, and find that support teachers consider that factors including school climate, curriculum design, and teaching approach contribute significantly to achievements among these pupils.
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Beyond Talking About Books Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective
TL;DR: In this paper, the authors extended the study of reading comprehension practices used with students with learning disabilities via a case study, exploring the beliefs and practices in reading comprehension with LD students.
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Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
TL;DR: The authors conducted an in-depth examination of the construct of teacher beliefs by investigating preservice teachers' beliefs about reading instruction for students with disabilities and found that these beliefs are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge.