bluuebunny/crossref_metadata_2025 huggingface dataset:
Experimental Teaching
Authors: Casey Ann , Deno Stanley , Marston Douglas , Skiba Russ
Published: November 2009

The impact of an experimental teaching format on teacher beliefs about effective instructional practice was investigated. Teachers were required to use frequent curriculum-based measurement to test their a priori hypotheses about the relative effectiveness of three different strategies with a subgroup of students. All strategies were designed and selected by the teachers. In afl, effects of 12 strategies were compared to baseline. The effects of strategy testing on teacher beliefs and knowledge were examined by contrasting experimental teachers with volunteers and nonvolunteers. The results indicate that the experimental teachers became less dogmatic in their beliefs about effective teaching strategies and were more inclined to accept the premise that teaching strategies are scientific hypotheses to be tested.
Colorado Special Education Administrative Competencies
Authors: Rude Harvey A. , Sasso Gary M.
Published: November 2009

There is great variation in the competencies required by states that certify individuals as special education administrators. Approximately one-half of all states require separate certification competencies for special education administrators as compared to general education administrators. Special education directors in the state of Colorado, a state that requires separate certification, were asked to rank 16 competency statements that comprise the state-approved endorsement program for special education directors. The results were analyzed in terms of agency type, size, and population density. Implications are discussed for the various significant differences identified.
Special Education as a Profession
Authors: Strosnider Robepta , Little Linda F.
Published: November 2009

This article suggests that special educators follow the model of other helping professionals (e.g., counselors) and develop national standards for professional certification. The article justifies this proposal, examines the steps that special educators already have taken to facilitate this process, and stresses the positive impact of such a move upon teachers' morale, professional identity, state standards, and quality of provided services.
Crossing the Boundaries of Early Childhood Special Education Personnel Preparation
Authors: Stahlman Judy I . , Safford Philip L. , Pisarchick Sally E. , Miller Cynthia A. , Dyer Deborah B.
Published: November 2009

There is critical need for appropriately trained teachers of young children with handicaps as full implementation of PL 99-457 by 1990-91 is anticipated. Two potential "pools" from which such teachers may be drawn are represented by early childhood education and special education; however, it is assumed that both groups will require additional preparation for the unique roles required. As part of state planning efforts for implementation of Title II (the Part B Amendments of 1986), a grant to conduct a collaborative study of needs for early childhood special education personnel, roles, competencies, and potential training models was awarded to the Cuyahoga Special Eduction Service Center by the Ohio Department of Education. Results of survey research, together with data obtained through a summer training institute for early childhood educators and special educators, have implications concerning both common and differential retraining needs through a competency-based approach in early childhood special education personnel preparation.
Training Teachers to Supervise Their Peers
Authors: Ludlow Barbara L. , Faieta Jean C. , Wienke Wilfred D.
Published: November 2009

The empowerment of teachers is a key issue in education today. One way of empowering teachers is to enhance their role in the preparation of new teaching personnel. The Department of Special Education at West Virginia University has developed a pilot project to train peer teachers to provide supervision to practicing, but as yet uncertified, teachers in an on-the-job practicum experience. A series of training sessions develops peer teachers' skills in observing teaching performance, providing supervisory feedback, and evaluating teacher proficiency. This article discusses the rationale for and benefits of peer supervision, describes the components of the training sessions, and presents preliminary evaluation data.
Videodisc Technology in Teacher Preparation
Authors: Salzberg Charles L. , Rule Sarah , Chen Jennifer , Fodor-Davis Julie , Morgan Robert , Schulze Kim
Published: November 2009

Applications of videodisc technology to teacher training are beginning to emerge, and the rate of technological development is likely to expand rapidly through the 1990s. Videodiscs are a powerful tool for teacher training; however, they are not a panacea. This paper first describes some of the fundamental operating characteristics of videodiscs and their use in training programs. Then advantages and limitations of the medium for teaching instructional interaction techniques to preservice trainees are examined. Finally, the integration of various training methodologies is recommended to ensure that trainees both acquire knowledge about instructional techniques and learn to apply them when they teach.
A Successful University-Public School Collaboration
Authors: Wangemann Paul , Ingram Cregg F. , Muse Ivan D.
Published: November 2009

This article examines a successful collaboration experience involving the Brigham Young University-Public School Partnership and the Egyptian exhibit, "Ramses II: The Pharoah and His Time." The actual practices of this partnership are compared to prevailing theories of successful university-school collaboration. Characteristics and conditions essential to successful collaborations are identified.
Hearing Impaired Preservice Teachers' Experiences
Authors: Otis-Wilborn Amy K. , Paddock Lisa
Published: November 2009

Concern about the participation of hearing impaired people in the education of hearing impaired youth has been expressed by a number of educators over the years. More recently, it has been suggested that, with the advent of reform in higher education, the involvement of hearing impaired people in education has been inhibited. A number of "barriers" against hearing impaired individuals pursuing the teaching profession have been named, but, there has been no research on whether these barriers actually exist.

This study is part of a longitudinal research endeavor to investigate hearing impaired (HI) students' experience in teacher training. The first phase, reported here, examines problems or barriers that HI students encountered during their acclimation to the training program for teachers of the hearing impaired at one university. Data collected using a qualitative research paradigm, and included data from a comparison group of hearing students.

Results indicated that there were two major barriers: (1) lack of specific information regarding the requirements and policies of the eductional program and (2) meeting requirements for acceptance into the School of Education. Although the barriers experienced by HI students were similar to those of their hearing cohorts, these barriers were qualitatively different for HI students.
Preparing Family Specialists in Early Childhood Special Education
Authors: Able-Boone Harriet , Sansdall Susan , Loughry Andrea
Published: November 2009

This article describes an early childhood special educaton personnel preparation program designed to prepare family specialists. The program was developed to meet the training needs of early childhood special educators caused by the increased emphasis on family intervention. Specialized family coursework and field-based experiences are provided to students in addition to training experiences in child-related skills and competencies. An overview of the training program is provided, along with a discussion of the early childhood special educator's expanded roles and responsibilities relative to family intervention.
Educating Teachers with Emotional Disabilities
Authors: McGee Kathleen A. , Kauffman James M.
Published: November 2009

Section 504 of the Rehabilitatin Act of 1973 prohibits discrimination against individuals with handicapping conditions who are otherwise qualified for education or employment. The Act applies to all institutions of higher education receiving federal financial assistance, and apparently protects individuals with emotional or behavioral disabilities if they apply for admission to or enroll in teacher education programs. Standards of ethical practice also appear to compel special education professionals to advocate for these individuals if they wish to pursue teaching as a career. Close inspection of the law and its interpretations reveals, however, that other legal and moral issues must be considered in protecting the public interest, especially the education of children and youth with disabilities. Recommendations for action are suggested for teacher educators who know or suspect that a trainee has a serious emotional-behavioral problem.
Burnout Among Teachers of Students with Moderate, Severe, or Profound Mental Retardation
Authors: Weber Donald B. , Toffler Jeffrey D.
Published: November 2009

This study examined the relationship between certain predictor variables and the degree of burnout experienced by teachers of students with moderate to profound mental retardation. The Maslach Burnout Inventory (MBI Form Ed) was used to measure the perceived burnout of 68 respondents. Demographic data and ratings of perceived burnout of 68 respondents. Demographic data and ratings of perceived organizational factors were also obtained from each participant. A maximum R2 regression analysis revealed significant predictor variables for each of the MBI Form Ed subscales. The age of the students and the teachers' perceived level of supervisory support were found to be significantly related to Emotional Exhaustion scores. For the Depersonalization dimension, the respondents' educational status and their perception of collegial support were found to be significantly related. Teachers' age and perception of financial support were significant predictor variables for Personal Accomplishment scores. The magnitude and direction of these relationships and their implications are discussed.
Support Facilitation
Authors: Stainback Susan B. , Stainback William C. , Harris Kathleen C.
Published: November 2009

Most people agree that making mainstreaming successful is not an easy task for classroom teachers. Both teachers and students often require a great deal of support. There also appears to be growing recognition that no single type of support can provide the range of assistance needed by both teachers and students. There frequently is a need to interweave a network of varying supports into a comprehensive and coordinated system of supports (Atkinson, 1986). The implications this has for the role that special educators assume in mainstream settings and the consequences for personnel preparation are discussed in this article.
The Impact of Formative and Summative Assessment Upon Test Performance of Special Education Majors
Authors: Schloss Patrick J. , Smith Maureen A. , Posluzsny Mark
Published: November 2009

Recent reports regarding the status of public school education have questioned the quality and quantity of the experiences afforded to graduates of teacher preparation programs. These reports highlight the importance of evaluation to ensure that students enrolled in teacher preparation programs are making appropriate progress in areas relevant to the profession. The purpose of this study was to compare the impact of three forms of evaluation on the mastery of course content by special education majors. Evaluation formats included short-term formative evaluation, long-term formative evaluation, and summative evaluation. Results indicated higher levels of mastery were achieved by students during formative evaluation conditions. In addition, students viewed formative evaluation formats more favorably. Implications of these findings for course instructors are discussed.
A Comparison of More and Less Effective Special Education Teachers in Elementary-Level Programs
Authors: Sindelar Paul T. , Espin Christine A. , Smith Maureen A. , Harriman Nancy E.
Published: November 2009

This study explored characteristics and variables differentiating more effective and less effective teachers of mildly retarded (EMR) and learning disabled (LD) students. Twenty-four elementary school teachers were designated as more effective or less effective based on students' mean achievement gain scores on the California Achievement Test Educational and personal variables were gathered through information sheets completed by teachers. Teacher behaviors were observed using the Classroom Activity Recording Form (CARF). The 16 behaviors of the CARF are organized into three major headings: Teacher-Directed Instruction (TDI), Independent Work (IND), and Non-Instructional Activities (NIA). Effective teachers could not be identified on the basis of personal or educational vanables, but could be differentiated on teacher behaviors in the classroom. Effective teachers conducted activides in the classroom; made frequent use of teacher questioning; limited independent seatwork, especially silent reading; and allowed time for a certain amount of social interaction with the students. Results are consistent with previous process-product research investigating teacher effectiveness .
Practicing Teachers' Perceptions of Their Preservice Preparation for Mainstreaming
Authors: Aksamit Donna L.
Published: November 2009

From 1975 through 1986, federal funds were made available in the form of "Dean's Grants" to colleges of education to help prepare teachers to teach mainstreamed handicapped students. Models of preparation ranged from curriculum infusion to required courses. This study provides follow-up data from practicing teachers who completed a curriculum infusion model at one large, midwestern teachers college. Findings from the study are presented and discussed. Implications for infusion models are discussed, as are alternative approaches to preparing teachers for mainstreaming .
Dissolving Barriers to Teaching Creative Thinking (and Meta-Thinking)
Authors: Leff Herbert L. , Nevin Ann
Published: November 2009

Barriers to teaching and learning creative thinking and meta-thinking seem to be related to teaching and learning any new concept. Paradoxically, the very thinking processes inhibited by these barriers offer promising pathways to dissolving the barriers themselves. This article outlines both the specific barriers and some directions for solutions .
Principles of Strategies Instruction as the Basis of Effective Preservice Teacher Education
Authors: Lenz B. Keith , Deshler Donald D.
Published: November 2009

Current efforts to promote educational reform across iall areas of education are challenging preservice teacher educators in special education to rethink how individuals traditionally have been prepared to teach exceptional students. In addition, the integration of new research on how learning occurs has forced teacher educators to reconceptualize what knowledge teachers need to teach and how exceptional students learn. Much of this knowledge about learning and teaching fits under the broad umbrella of what is called strategies instruction. The strategies instructional approach is based on research that indicates that successful learners have effective and efficient strategies to solve learning problems. In a parallel manner, successful teachers are believed to have effective and efficient strategies to solve teaching problems. This article argues for the reconfiguration of traditional teacher training programs for preparing teachers to teach mildly handicapped students around the concept of strategies instruction. This should include not only what is taught to teachers about learning and teaching, but also how teacher trainers go about incorporating the principles of strategies instruction in the organization and delivery of this information. The basis for these arguments has emerged from a project for college and university preservice educators related to infusing the strategies instructional approach into preservice teacher training programs. This project has been conducted at the University of Kansas Institute for Research in Learning Disabilities over the past three years and has involved over 200 special and general education preservice teacher trainers. Preliminary findings indicate that while the content of teacher training programs is changing to include more information about strategies instruction, the organization and delivery of this information may not be consistent with the basic premises of the strategies instructional approach. Specific suggestions for reconceptualizing course structures and preparation experiences consistent with a strategies orientation are discussed.
Strategy-based Adaptive Instruction in Content-area Classes
Authors: Ellis Edwin S. , Sabornie Edward J.
Published: November 2009

The differences of 13 content-area teachers' perceptions of familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to routfnely implement six cognitive strategy-based adaptive teaching procedures for facilitating mastery of content subject-matter were investigated using quantitative and qualitative methods. Subjects were systematically trained in each procedure, and they implemented each procedure in their content-area classrooms. Quantitative data were collected using a forced-choice Likert instrument and analyzed using a series of repeated measures one-way analyses of variance and Duncan's multiple range a posteriori contrasts. Teachers were significantly more familiar with procedures for strategically enhancing material via organizational and mnemonic devices than with metacognitive-oriented instructional techniques (p < .02), but they valued the metacognitive-oriented techniques significantly more than mnemonic devices. No differences were found among the six options on measures of use, assistance needed, and reasonableness to be expected to routinely employ the procedures. Results also showed that teachers placed high value on all six options, and they reported frequent use of these options. They also reported that it is reasonable to be expected to routinely employ these adaptive teaching procedures. Qualitative data were gathered via a structured interview format requiring oral and written responses. These responses clarified the quantitative data. Results are discussed in terms of the social validity of the adaptive teaching procedures, implications for teacher-trainers and consultants, and future research.
Resource Room Teacher Roles in Promoting Interaction with Regular Educators
Authors: Voltz Deborah L. , Elliott Raymond N.
Published: November 2009

This study was designed to compare the perceptions of learning disabilities resource room teachers, regular education teachers, principals, and special education coordinators regarding roles of resource room teachers in promoting interaction with regular-educators. Although 16 (73%) of the 22 role functions included on the instruments were identified as highly desirable, only 2 were cited by all groups as actually being performed with great frequency. Lack of time to perform desired roles was the most commonly cited constraint to the performance of ideal roles.
Incorporating Direct Instruction Skills Throughout the Undergraduate Teacher Training Process
Authors: Cossairt Ace , Jacobs James , Shade Rick
Published: November 2009

As the need for definitive course evaluation changes with the impact of accountability movements, preservice teacher education courses must be carefully assessed with regard to consumer satisfaction as well as specific utility in the field. This study investigated ongoing program evaluation techniques designed to assess students' perceptions of the efficacy of a direct instruction course at the end of the course and after a full-time 8-week internship experience for preservice special education teachers. The course evaluations were formative and summative; formative evaluation was obtained through verbal feedback from students during the course and qualitative data gathered postinternship, while summative data involved the use of a Likert scale form related to best and least liked portions of the course. Of the 18 direct instruction components measured, 3 showed significant increases, while a 4th closely approached statistical significance. Overall, this study revealed a high level of satisfaction with direct instruction components that increased after field-based experience. Implications for teacher education, as well as future research, are addressed.
Identification of Promising Future Special Education Teachers Through a Needs-Based Perspective
Authors: Rude Harvey A. , Lee Patricia A.
Published: November 2009

We examined the current movement toward excellence in special education from the standpoint that diagnostic assessment of prospective candidates for teacher education programs will develop a more rigorous and highly selective pool of future teachers. The recently adopted needs-based teacher training model in the State of Colorado was described, along with the implications for selecting preservice teachers, including special education teachers, at the undergraduate level. The project identified the difference between education and non-education majors on college entrance examinations, the relationship between extant admission criteria and student teaching performance, and the relationship between prospective admission criteria and student teaching performance. Implications and recommendations for revisions in procedures for admission, retention, and graduation from initial teacher education programs are presented for consideration.
The Regular Education Initiative
Authors: Phillips William L. , Allred Keith , Brulle Andrew R. , Shank Kathlene S.
Published: November 2009

Two common assertions regarding the Regular Education Initiative are that general educators have neither the willingness nor the competence to serve students with handicaps. Illinois educators were Surveyed to examine their attitudes and perceived ability to work with students with handicaps. Teachers ranked specific types of resources necessary to facilitate integration of students with handicaps. Selected survey findings are presented, and implications for special education teacher educators are discussed.
Why Teachers Are Leaving Special Education
Authors: Platt Jennifer M. , Olson Judy
Published: November 2009

This investigation identified the reasons that teachers leave the special education classroom and examined the patterns and trends in teacher dropout in order to help in the retention of quality special educators. A survey instrument was developed and used to determine the factors that teachers identified as to why they left the special education classroom. Survey items were tabulated, and adjusted frequency scores were reported. A contingency analysis determined whether there were associations among any of the factors and the demographic characteristics. The most significant factor for leaving the special education classroom was the excessive amount of paperwork. Other important factors included pupil load, inadequate resources, and lack of recognition and support. There was also a relationship between certain demographic characteristics and burnout among special educators.
Success and Certification for Special Education Starters
Authors: deFur Sharon , Evans Elizabeth , Carr Sonya , Melville Gayle
Published: November 2009

Innovative inservice teacher training programs are needed to address the growing shortage of special education teachers. Such programs must also consider the varying needs for professional development and support for beginning special education teachers and the complex demands facing the working educator trying to acquire special aducadon teacher competencies. This articie describes a model higher education inservice Project in the state of Louisiana that addresses these concerns for beginning special educators. The project is based on a faculty consultation and supervision model where students earn university credit for independent study. The advantages and disadvantages of implementing this project are discussed, with implications for similar project development.
Regular/Special Education Consultation
Authors: Dickens Virginia J. , Jones Carroll J.
Published: November 2009

The emerging role of the special educator as a collaborative consultant with regular educators, administrators, and parents has prompted concern for the development of communication and interaction skills. A training program was developed at Fayetteville State University to meet the immediate need of providing a mechanism by which inservice educators could learn theory and skills in consultation as a component of their master's degree program in categorical special education.
Preparing Secondary Special Education Teachers To Be Collaborative Decision Makers and Reflective Practitioners
Authors: Patriarca Linda A. , Lamb Margaret A.
Published: November 2009

This study describes a practicum model for preparing secondary special education teachers consonant with the initiative to merge general and special education. The goal is to prepare teachers who are collaborative decision makers and reflective practitioners. In a 4-week intensive summer practicum, special education graduate students and middle school mathematics teachers designed and implemented two units of instruction in mathematics for at-risk and mildly handicapped youngsters. The experience was structured to engage graduate students in thinking seriously about the process of teaching and to examine the effects of their pedagogical decisions on learners. Data analyses revealed factors essential to the success of such practicum endeavors and captured changes in graduate students' reflective orientations.
Fostering the Continued Democratization of Consultation through Action Research
Authors: Pugach Marleen C. , Johnson Lawrence J.
Published: November 2009

Action research is a process in which classroom teachers engage in systematic inquiry to develop new alternatives for approaching problematic classroom situations. In this article, action research is explored in terms of its potential as an alternative paradigm for consultation. Specifically, action research is presented as a dimension of collaboration that has the potential to reduce teachers' resistance to changes in teaching practice as they work to accommodate diverse student populations in most classrooms today.
The Assessment Movement in Higher Education
Authors: Wolf Barbara L.
Published: November 2009

The majority of states are now in the process of moving toward legislation or formal policy proposals to mandate assessment of what students learn as a result of their undergraduate education. The impact of the assessment movement is likely to be felt throughout the undergraduate cuniculum, with unique implicaiyons for both faculty and students in teacher preparation programs. As faculty in special education endeavor to satisfy NCATE and CEC professional standards, questions emerge regarding the meaning and role of this new educational thrust. This article presents an overview of the background and context of the national assessment movement. The relationship between assessment and accreditation is described with attention to the recent federal regulations for education effectiveness that accrediting agencies must determine. Recommendations for assessment planning are discussed, and suggested content areas for student outcomes are outlined.
Professional Development Needs of Teachers Who Serve Exceptional Language Minorities in Today's Schools
Authors: Yates James R. , Ortiz Alba A.
Published: November 2009

This article discusses educational reform and personnel preparation in relation to dramatic changes in the student demography. Professional development needs of teachers who serve exceptional language minorities are delineated. These competencies include understanding first and second language acquisition, using instructional approaches that are appropriate for second-language learners, and effective organization and management of instruction.
Meeting the Needs of Culturally and Linguistically Diverse Exceptional Learners
Authors: Hoover John J. , Collier Catherine
Published: November 2009

This article discusses three issues critical to meeting the individual needs of students from culturally and linguistically diverse backgrounds. These issues include prereferral interventions, mainstreaming, and appropriate education for all culturally and linguistically diverse exceptional (CLDE) learners. The article presents one approach for addressing prereferral intervention at the district or school building level and emphasizes the need to expand training to meet needs of minority non-Hispanic students in special and mainstream classes. Each of these issues represents a recurring or emerging concern that requires continued emphasis in teacher training programs to meet the future needs of all students. The article concludes with a discussion of implications of these issues for teacher preparation.
Assessment Concerns
Authors: Jacobs Lila
Published: November 2009

This study examined factors affecting embedded cultural tendencies to incorrectly judge and label leamars of Hmong origin as leaming disabled. Implications for teaching preparation are discussed.
An Examination of the Peer Review Process
Authors: Sutherland Doris J. , Thomas M. Angele , Hebbeler Kathleen , Danielson Louis , Howe Norman D.
Published: November 2009

The purpose of this study was to identify ways to improve the quality of the Training and Personnel for the Education of the Handicapped program (CFDA 84.029) review process by determining how much training would be beneficial to ensure that the reviewers have similar orientations to the process. To do this, the study examined the degree of consistency among groups of reviewers who received various amounts of orientation training.
What Have We Accomplished in the Education of Persons with Severe Challenges?
Authors: Bove Maria Elena , Nevin Ann , Paolucci-Whitcomb Phyllis , McNeil Mary E.
Published: November 2009

This article examines the interpersonal relationships, community participation, and employment of five individuals with severe educational challenges who had exited from public school programs mandated by PL 94-142. Observations of participants in their residences as well as their day activity centers and interviews with key informants formed the basis of the data collected. The results indicated that their lives were oversimplified by rigidly controlled routines and schedules that fostered passivity and dependency. Several unresolved issues emerged: (a) the parameters of appropriate treatment and quality of life, (b) the contrast between serving the letter versus the spirit of the law, and (c) the role of best practices in guiding the content of services for individuals with severe handicaps. Implications for special and regular teacher educators are discussed.
Learning Disability Identification Criteria
Authors: McCaul Edward J. , Schutz Pamela N.
Published: November 2009

The growth in the number of learning disabled students has led many school systems to adopt practices to decrease the number of referrals in the learning disabilities category. One strategy used in the state of Maine was to tighten eligibility requirements by adhering to a criterion of a discrepancy of 1.5 standard deviations between a student's ability and achievement in order to qualify as learning disabled. This article presents the results of a survey of special education directors regarding changes in the enrollment of learning disabled students in their schools. Respondents reported that there had been some impact at the time of the survey, 10 months after the implementation of the new eligibility requirements, and that they perceived increased involvement of regular educators with children previously labeled learning disabled as inevitable. Implications for teacher training, increased support services, and research are suggested.
Competencies Critical to Teachers of Students with Hearing Impairments
Authors: Luckner John L.
Published: November 2009

it is essential that the knowledge and skills acquired during the preparation program be those needed by future teachers once they are delivering services to students with hearing impairments. A national survey of teachers in nonintegrated classes in residential schools and day programs, teachers in integrated settings in regular public schools, and itinerant teachers who work in regular public schools but who travel from school to school was conducted to determine perceptions of the competencies most critical to their job. The results of this study suggest that there are many similarites and some important differences in teacher competencies across service delivery models.
Generic Teacher Preparation
Authors: Elliott Raymond N. , Cobb Hazel B. , Powers Ann R. , Voltz Debra
Published: November 2009

Issues concerning generic special education teacher preparation programs have been discussed for more than 30 years. Literature on the topic contains little empirical data to support reasons for or against the issue. A national survey was conducted to determine the opinions of state directors of special education and special education teacher educators about generic teacher preparation. The 15-item questionnaire was designed to address some unresolved issues concerning generic special education teacher preparation. The results showed varying levels of agreement and disagreement between the two groups of educators. The findings support the contention that there are still some unresolved issues related to this topic.
Student Performance Data in the Classroom
Authors: Cooke Nancy L. , Heward William L. , Test David W. , Spooner Fred , Courson Frances H.
Published: November 2009

We conducted a survey to determine the use of measurement and evaluation procedures by special education teachers. A 70-item questionnaire was completed by 510 teachers in two large metropolitan school districts. Results indicate that the majority of teachers believe data collection is important and that they collect, record, and use data on student performance to determine instructional effectiveness, when to move students to the next skill, and which IEP objectives have been met. Teachers primarily collect accuracy rather than frequency data. Only one third of the teachers completing the survey use graphs for displaying and interpreting student performance data.
Competency-Based Teacher Education Revisited
Authors: Gable Robert A.
Published: November 2009

It has been 20 years since the concept of Competency-Based Teacher Education (CBTE) burst onto the teacher preparation scene (Balow, 1971). Disenchantment over failed attempts to isolate personal attributes of teachers that predicted student success prompted many teacher educators to seek new ways to prepare special education teachers. With the emergence of CBTE in the 1970s, attention focused on accountability, relevance, and training that emphasized skills that produced changes in pupil performance (e.g., Shores, Cegelka, & Nelson, 1973). Although not without its critics (cf. Heath & Neilson, 1974), the CBTE movement had a significant effect on training practices (e. g., Cullinar,, Epstein, & Schultz, 1986). Even so, it would appear that the fervor that once surrounded CBTE has somewhat diminished. In an effort to discover its current status, opinions were solicited from two teacher educators who were instrumental in advancing the CBTE movement. Drs. Richard E. Shores and C. Michael Nelson were singled out because of their longstanding commitment to training and their research contributions in the area of special education teacher preparation. What follows is a conversation with Dick Shores and Mike Nelson on the past, present, and future of Competency-Based Teacher Education.
Prereferral Intervention Practices of Regular Classroom Teachers
Authors: Brown Joyceanne , Gable Robert A. , Hendrickson Jo M. , Algozzine Bob
Published: November 2009

Relatively little is known about the specific strategies teachers use before referning a student for special education. We reviewed the literature and identified 10 frequently recommended prereferral strategies. A survey of teachers' use of these strategies was conducted to ascertain the frequency with which they are employed. The results indicate that elementary teachers implement more strategies to facilitate classroom adjustment and achievement than junior or senior high school teachers. Consultation with other professionals was ranked as the most frequently used strategy across grade levels, followed by parent conferences and behavior management techniques. Teachers expressed a willingness to work with support personnel, preferring a school-based team to an outside consultant. Recommendations for preservice and inservice training of regular and special education teachers are offered.
Teacher Educator Predictions of Regular Class Teacher Perceptions of Mainstreaming
Authors: Diebold Martin H. , Voneschenbach John F.
Published: November 2009

Two groups of teacher education faculty (regular and special educators) were asked to predict the responses of regular class teachers to a questionnaire about mainstreaming. Results lend support to the perception that teacher education faculty may not have accurate perceptions about mainstreaming issues that affect regular class teachers.
The Migrant/Special Education Training Program
Authors: Salend Spencer J. , Reynolds Catharine J.
Published: November 2009

Data from a variety of sources indicate that migrant students are underidentified and underserved in special education programs. One major obstacle in providing special education services to migrant students and their families is the shortage of qualified personnel to work with these students. The purpose of this article is to describe the Migrant Special Education Training Program (MSETP) at SUNY/The College at New Paltz. The MSETP is a specially designed master's-level teacher-training program to prepare special educators to work with migrant students and their families.
Transdisciplinary Teaming in Preservice Special and Adapted Physical Education
Authors: Roth Marta A. , Miller Sue Ellen
Published: November 2009

Transdisciplinary teaming as a means to enhance integrated related service instruction is considered a necessary competency for personnel working with individuals with handicaps. The context in which personnel preparation programs address needed knowledge and skills is examined with emphasis on demonstration of teaming between adapted physical and special education during preservice preparation. Pre/post survey results of students' perceptions of role clarity, communication, and general satisfaction with transdisciplinary teaming using this strategy indicate that preservice personnel's perceptions and comfort in working across disciplines with individuals with disabilities are more positive after viewing the processes modeled by university faculty. Implications and concerns are outlined for expanding and improving demonstrations of transdisciplinary teaming across the multiple disciplines involved with preservice programs.
Training Trends and Needs of Paraprofessionals in Transition Service Delivery Agencies
Authors: Morehouse Judith A. , Albright Leonard
Published: November 2009

The goal of improving services to help students with disabilities make successful transitions from school to adult living has increased the need for close collaborative relationships among public schools and adult service delivery agencies. One noticeable outgrowth of the emphasis on transition services has been the increased presence of and reliance on paraprofessionals at both public school and adult service levels. This study examined the training options and needs of paraprofessionals who provide transition services in a variety of public school and adult agencies. Few structured training programs for these paraprofessionals were found, and the training needs of these personnel were identified. The expansion of research and training efforts in this personnel development area is recommended.
Collaborative Learning in Higher Education and in Schools
Authors: Wren Carol T. , Harris-Schmidt Gail
Published: November 2009

Although professors of special education often discuss the use of cooperative learning techniques in K-12 classrooms, they seldom model these techniques in their own courses, in spite of the current call for reform in college teaching by those who advocate the use of collaborative strategies. Although the literature on cooperative learning in schools differs in some ways from that on collaborative learning in college classrooms, there are many similarities and shared concerns. In this article, we integrate some of the research from these two settings and suggest ways in which collaborative learning can be put into operation at the college or university level, especially in special education courses.
A Collaborative Research Effort Between Public School and University Faculty Members
Authors: Stevens Kay B. , Bott Slaton Deborab , Bunney Sue
Published: November 2009

Collaboration has become an important concept at all levels of education (collaborative teaching, collaborative learning, collaborative research, etc). The theory underlying collaboration at most levels of education appears sound. However, it is not easy to define the specific activities that facilitate true collaboration. This article describes the specific step-by-step activities that make up a collaborative research effort between university and public school special education personnel. A research group, its members, and their activities are described in a manner that may serve to facilitate such an effort among other professionals wishing and/or needing to conduct applied educational research.
A Partnership to Alleviate Special Education Teacher Shortages: University and Public School Collaboration
Authors: King-Sears Margaret E. , Rosenberg Michael S. , Ray Rose M , Fagen Stanley A.
Published: November 2009

Collaboration between a university (IHE) and a local education agency (LEA) resulted in the selection and training of 12 nontraditional individuals to teach students with serious behavioral and learning problems. Candidates, recruited from within the LEA, participated in a two-year graduate program consisting of ten courses and two practica. The goal of the program was to alleviate teacher shortages in special education, particularly in regard to minority teacher underrepresentation. This paper details (a) the collaboration between the IHE and the LEA, (b) the specifics of the graduate program, (c) logistical issues involved in the implementation of the program, and (d) future directions planned for this successful collaborative effort.
Helping Professionals Understand Families
Authors: Kerns Georgia M.
Published: November 2009

Communication and collaboration between parents and professionals are vital. Pre- and inservice courses are one way of helping professionals develop communication and collaboration skills. A course at the University of New Hampshire attempts to provide this training. As a method of formative evaluation, pre-, post-, and follow-up questionnaires were distributed to students participating in the course during 1988, 1989, and 1990. Responses to the questionnaires indicated that attitudes of professionals and their interactions with parents changed. Greater empathy, increased respect, and significantly more parent collaboration and communication were reported in the follow-up questionnaires. Readings, interviews, and respite provision were some of the factors identified as influential in effecting increased positive interaction between parents and professionals.
Preservice Education: Essential Knowledge for the Effective Special Education Teacher
Authors: Blanton Linda P.
Published: November 2009

A-BSTRACT: How to conceptualize and derive the essential knowledge and skills needed by special education teachers is a current concern among professionals. The purpose of this paper is to examine the approaches currently used to define essential knowledge for teachers entering special education practice. The paper also proposes alternative models for conceptualizing essential knowledge and skills in special education.
Preparing Teachers of Students with Severe Disabilities
Authors: Fox Lise , Gilles Williams Donna
Published: November 2009

This article examines the issues related to preparing teachers to instruct students with severe disabilities. The competencies needed by teachers are categorized by topical areas and described. The process of teacher training is discussed with an emphasis on the importance of values-based training, relevant field experience, and modeling by teacher educators.
Teacher Certification Policies and Practices for Vocational Special Education A National Study
Authors: Rojewski Jay W. , Greenan James P.
Published: November 2009

Existing state-level certification requirements, policies, and practices for vocational special education personnel were examined. Responses from 42 of 50 state-level vocational special populations consultants (84.0%) were included in the final data analysis. Findings revealed that ten states currently offer certification in vocational special education, and another nine states are either recommending or developing specific policies in this area. Current certification options and alternatives, as well as the types of required coursework and occupational work experiences were also identified. Results of the present study were compared to baseline data obtained in the early 1980s and revealed minimal progress in the status of certification requirements for vocational special needs education.
Teacher Training in Curative Education
Authors: Juul Kristen D. , Maier Manfred
Published: November 2009

In this article, we deal with the training of teachers or curative educators who serve in schools and other therapeutic settings that are conducted in conformity with the philosophical and educational principles of Rudolf Steiner. His philosophy is called anthroposophy, and his educational principles and methods are named Waldorf. We first depict the anthroposophic ideas and the general curriculum in the Waldorf schools and then describe Camphill, the schools and therapeutic communities for children with special needs. We outline the programs for the teachers or curative educators attached to these schools and describe the major courses. We conclude with some observations about the general influence of the Waldorf approach in different countries and the relevance of anthroposophy in contemporary American special education.
Attrition/Retention of Special Education Teachers: Critique of Current Research and Recommendations for Retention Efforts
Authors: Brownell Mary T. , Smith Stephen W.
Published: November 2009

Teacher attrition will be the foremost issue confronting professionals in special education during the next decade. Several studies indicate that special educators are at greater risk to leave teaching than general educators. Combined with existing teacher shortages, special education teacher attrition raises serious questions about public education's ability to provide high-quality services to students wiab disabilities. Although researchers have identified some variables associated with the attrition of special education teachers, the findings are not comprehensive and are mostly inconsistent. Research-based models for improving the retention of special education teachers do not exist. A comprehensive research effort aimed at identifying the variables that influence the attrition of special education teachers is needed. Guidelines for such a research agenda are recommended.