International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Special education teachers
Page 6/10
93 items
51
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Published: 2012
Updated: May. 23, 2012
52
This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.
Published: 2010
Updated: Feb. 13, 2012
53
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Published: 2011
Updated: Feb. 08, 2012
54
This paper describes the logistics and process to conduct a play-based assessment (PBA) within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
Published: 2010
Updated: Jan. 05, 2012
55
This article presents a study which explored the perceptions of general and special teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). The findings reveal that the participants believe that the SENCO should have both teaching experience in general schools and specialization in teaching students with special needs, and also be able to deal with all types of special needs.
Published: 2011
Updated: Dec. 20, 2011
56
This spatial study is aimed to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. It was found that the lack of successful inclusive education in schools is related to the lack of well-aligned inclusive preparation in universities. Furthermore, physical and social spaces are active components of maintaining the educational status quo.
Published: 2011
Updated: Dec. 15, 2011
57
The purposes of this study were twofold: (1) to explicate differences in the curricular, instructional, and role expectations experienced by beginning special and general education elementary teachers, and (2) to document variations in how novices from both groups addressed expectations they encountered. The study found considerable differences in the curricular expectations placed on novice special education and general education teachers, the students they were assigned, and the classrooms and physical settings in which they were expected to work.
Published: 2011
Updated: Oct. 27, 2011
58
This article examines how collaborative practice between special and general education teachers complicates the configuration of their professional identities. The article uses the framework of 'figured world' to scrutinize the practice of one special educator, Stephanie.
Published: 2010
Updated: Apr. 26, 2011
59
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
The purpose of this study was to examine the differences among three groups of teachers on their perceptions of students with disabilities and their willingness to refer students with disability to a gifted and talented program. Data reveal that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels. The findings hold several important implications for teacher training at the college and university level, as well as the state and local district professional development level.
Published: 2010
Updated: Jan. 23, 2011
60
The goal of this study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking about intervention practices.The assumption was that preservice teachers would write and talk about those experiences that most affected them during their field experience. The data reveal that preservice teachers provided the most information in the strand of child-focused practices, since the focus of their fieldwork related to interventions with individual children. Findings from this study have three implications for the preparation of ECSE teachers.
Published: 2010
Updated: Jan. 23, 2011