The Experts below are selected from a list of 93663 Experts worldwide ranked by ideXlab platform

Susan D Whitaker - One of the best experts on this subject based on the ideXlab platform.

  • needs of beginning Special Education Teachers implications for teacher Education
    Teacher Education and Special Education, 2003
    Co-Authors: Susan D Whitaker
    Abstract:

    A study was conducted by surveying 156 Teachers in South Carolina after their first year of teaching Special Education. The beginning Special Education Teachers reported that they needed the most assistance in (a) learning Special Education policies, procedures, and paperwork, (b) receiving emotional support, (c) learning system information related to the school, and (d) learning about available materials and resources. To a lesser extent they needed assistance with curriculum and instruction, discipline, management issues, and interactions with others. Beginning Special Education Teachers perceived that they received significantly less assistance than they needed in all areas, but particularly in learning Special Education policies, procedures, and paperwork; materials and resources; and curriculum and instruction. They reported receiving the most assistance from other Special Education Teachers, than from their assigned mentor and from the building administrator, and lastly from general Education teache...

  • mentoring beginning Special Education Teachers and the relationship to attrition
    Exceptional Children, 2000
    Co-Authors: Susan D Whitaker
    Abstract:

    This article examines the components of an effective mentoring program for beginning Special Education Teachers and the impact mentoring has on attrition. The participants for the study were 156 first-year Special Education Teachers in South Carolina who responded to a questionnaire that examined the frequency and perceived effectiveness of the form and content of the mentoring the characteristics of the mentors, and the Teachers' plans to remain in Special Education. Two factors emerged in the mentoring: a general factor and a factor specific to Special Education. The perceived effectiveness of the mentoring was significantly correlated with the Teachers' plans to remain in Special Education. The article examines critical components of mentoring and concludes by discussing the implications for practice.

Shernaz B Garcia - One of the best experts on this subject based on the ideXlab platform.

  • collective teacher efficacy and culturally responsive teaching efficacy of inservice Special Education Teachers in the united states
    Urban Education, 2018
    Co-Authors: Szuyin Chu, Shernaz B Garcia
    Abstract:

    The purpose of this study was to obtain an understanding of inservice Special Education Teachers’ collective teacher efficacy (CTE), culturally responsive teaching (CRT) self-efficacy, and outcome ...

  • culturally responsive teaching efficacy beliefs of in service Special Education Teachers
    Remedial and Special Education, 2014
    Co-Authors: Szuyin Chu, Shernaz B Garcia
    Abstract:

    Although teaching efficacy has been noted as an attribute of successful Teachers of students from culturally and linguistically diverse (CLD) backgrounds, Special educators have not been represented in this research, nor have the influence of personal and professional factors on teacher efficacy been examined for this population. This descriptive, correlational survey research was conducted to investigate the influence of selected personal and professional variables on Special educators’ culturally responsive teaching efficacy for serving exceptional CLD students. Participants (n = 344) from three urban school districts in the Southwest responded to an online survey. Statistically significant differences were found in respondents’ perceptions of self-efficacy as well as outcome expectancy by the perceived effectiveness of their teacher preparation in addressing diversity. Teachers’ language characteristics, instructional setting, certification in bilingual Education/English as a second language, and perceived quality of professional preparation also emerged as significant predictors. Implications for future research are discussed.

Jennifer C. Richardson - One of the best experts on this subject based on the ideXlab platform.

  • middle school Special Education Teachers perceptions and use of assistive technology in literacy instruction
    Assistive Technology, 2013
    Co-Authors: Sara Flanagan, Emily C. Bouck, Jennifer C. Richardson
    Abstract:

    In this research the authors examined middle school Special Education Teachers’ perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested Teachers’ perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, Teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students’ learning encouraged assistive technology use. The consistency of Teachers’ reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice prepara...

  • middle school Special Education Teachers perceptions and use of assistive technology in literacy instruction
    Assistive Technology, 2013
    Co-Authors: Sara Flanagan, Emily C. Bouck, Jennifer C. Richardson
    Abstract:

    In this research the authors examined middle school Special Education Teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested Teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, Teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of Teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

Szuyin Chu - One of the best experts on this subject based on the ideXlab platform.

  • collective teacher efficacy and culturally responsive teaching efficacy of inservice Special Education Teachers in the united states
    Urban Education, 2018
    Co-Authors: Szuyin Chu, Shernaz B Garcia
    Abstract:

    The purpose of this study was to obtain an understanding of inservice Special Education Teachers’ collective teacher efficacy (CTE), culturally responsive teaching (CRT) self-efficacy, and outcome ...

  • culturally responsive teaching efficacy beliefs of in service Special Education Teachers
    Remedial and Special Education, 2014
    Co-Authors: Szuyin Chu, Shernaz B Garcia
    Abstract:

    Although teaching efficacy has been noted as an attribute of successful Teachers of students from culturally and linguistically diverse (CLD) backgrounds, Special educators have not been represented in this research, nor have the influence of personal and professional factors on teacher efficacy been examined for this population. This descriptive, correlational survey research was conducted to investigate the influence of selected personal and professional variables on Special educators’ culturally responsive teaching efficacy for serving exceptional CLD students. Participants (n = 344) from three urban school districts in the Southwest responded to an online survey. Statistically significant differences were found in respondents’ perceptions of self-efficacy as well as outcome expectancy by the perceived effectiveness of their teacher preparation in addressing diversity. Teachers’ language characteristics, instructional setting, certification in bilingual Education/English as a second language, and perceived quality of professional preparation also emerged as significant predictors. Implications for future research are discussed.

Mary T. Brownell - One of the best experts on this subject based on the ideXlab platform.

  • differences in beginning Special Education Teachers the influence of personal attributes preparation and school environment on classroom reading practices
    Learning Disability Quarterly, 2010
    Co-Authors: Anne G Bishop, Mary T. Brownell, Melinda M Leko, Janette K Klingner, Sally Campbell Galman
    Abstract:

    Little research exists to help us understand why some beginning Special Education Teachers of reading engage in more effective classroom practices than others. Factors that may influence these diff...

  • teaching reading in the 21st century a glimpse at how Special Education Teachers promote reading comprehension
    Learning Disability Quarterly, 2010
    Co-Authors: Janette K Klingner, Mary T. Brownell, Jennifer Urbach, Deborah Golos, Shailaja Menon
    Abstract:

    In this study, we conducted 124 observations of 41 Special Education Teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' read ing comprehension. In 42 lessons, we did not observe any compre hension instruction. In 30 lessons, the only comprehension-related activity consisted of asking students questions about what they had read by means of mostly factual, rote-level questions. In 49 les sons, Teachers provided additional comprehension instruction, although this mostly consisted of prompting students to use a strat egy rather than providing explicit instruction. Predicting was the most common strategy observed. We rarely saw Teachers use more complex strategies, such as finding the main idea or summarizing. Most Special Education Teachers seemed unsure of how to promote their students' reading comprehension. We noted many missed opportunities to do so. Our findings suggest implications for researchers and teacher preparation programs.

  • Special Education teacher quality and preparation exposing foundations constructing a new model
    Exceptional Children, 2010
    Co-Authors: Mary T. Brownell, Paul T. Sindelar, Mary Theresa Kiely, Louis Danielson
    Abstract:

    The authors trace changes in conceptions of Special Education teacher quality and preparation in response to developments in Special Education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary Special Education practice and charting future directions for preparing Special Education Teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality Special Education Teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, Special Education Teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend 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...

  • meeting the demand for highly qualified Special Education Teachers during severe shortages what should policymakers consider
    Journal of Special Education, 2004
    Co-Authors: Mary T. Brownell, Eric Hirsch, Seonjin Seo
    Abstract:

    Few problems in Special Education have been as vexing as the chronic undersupply of Special Education Teachers. Annually, the U.S. Department of Education, Office of Special Education Programs, spends approximately $90 million to increase the numbers of Special Education Teachers available to serve our nation’s students with disabilities. These funds are in addition to any incentive programs states have to increase the number of Teachers in critical shortage areas. Unfortunately, these combined costly efforts have been insufficient to adequately increase the number of qualified Teachers in Special Education, particularly Teachers who are culturally and linguistically diverse (CLD). The articles in this Special series provide research-based information that improves our understanding of the factors related to teacher shortages, eSpecially the role that attrition plays in the chronic demand for Teachers. We know from these articles that we could increase the yearly supply of Teachers if we would attend more carefully to the factors related to attrition. Specifically, we know that young, inexperienced Teachers are a high attrition risk. Additionally, efforts to improve teacher salaries and design work environments that support Teachers and result in manageable workloads should reduce attrition-related shortages in Special Education. Moreover, the need to hire uncertified Teachers continually exacerbates the attrition problem, particularly in high-poverty schools and districts. National and statewide studies comparing Special and general Education Teachers who stay versus those who leave (as opposed to studies examining intent) show that certification is a significant predictor of attrition (Boe, Barkanic, & Leow, 1999; Henke, Chen, Geis, & Knepper; 2000; Miller, Brownell, & Smith, 1999).