bluuebunny/crossref_metadata_2025 huggingface dataset:
Post Doctoral Fellowship at the Juniper Gardens Children's Project: Developing Research Leadership in Special Education
Authors: Greenwood Charles R. , Walker Dale , Kamps Debra , Arreaga-Mayer Carmen , Carta Judith J.
Published: November 2009

From 1983 to the present, 30 post-doctoral Fellows have spent at least one year at the Juniper Gardens Children's Project developing their own research plans, programs, and skills in research. Forty percent of these fellows were members of minority groups, 70% were female, and 1 had a disability demonstrating impact with traditionally underrepresented groups. The fellows received stipends, materials, and training provided by three leadership training grants from the Division of Personnel Preparation, Office of Special Education and Rehabilitation Services. The program is guided by the philosophy that research leadership is a function of one's own active research program and that the traditional research experiences leading to the Ph.D. in special education are often insufficient to establish a research career. Building upon this philosophy, are a number of programmatic themes: (1) minorities, minority issues, and urban schooling; (2) ecological (environmental) and behavioral assessment and analysis; (3) instructional and behavioral intervention; (4) research to practice; (5) technology applications to research and instruction/intervention; (6) current issues in special education; (7) project/proposal development; and (8) participation in ongoing research projects. The goals and experiences provided each Fellow in the program are individually tailored in an Individual Fellowship Program (IFP) providing the opportunities and the skills necessary to advance their own research career. Fellow's accomplishments and products during and after their post-doctoral training (e.g., research positions held, research and training grants obtained, publications in professional journals, participation in research, etc.), indicate substantial increases in their professional research activities and its impact on the work of others in the field (e.g., Social Science Citation Index). Implications of this type of post-doctoral training for promoting needed leadership in special education now and in the future are discussed.
Reflective Teaching: A Process for Analyzing Journals of Preservice Educators
Authors: Dieker Lisa A. , Monda-Amaya Lisa E.
Published: November 2009

Researchers are attempting to establish the importance of reflection within the teaching profession. As teacher educators more frequently require journal writing as one form of reflective practice in preservice teacher preparation, it becomes important that a process be established for analyzing this type of reflective thought. In this study, a content and descriptive analysis of reflective journal entries was conducted to define operational categories of reflective thought. Six CRT students maintained weekly journals in which they were required to reflect upon their instruction in their student teaching on a daily basis. Data then were analyzed in four stages: (a) classifying entries as problems, successes, or general issues, (b) reclassifying problem and success entries into teaching categories (behavior, planning, instruction, and learning environment), (c) identifying the levels of reflective thought used in addressing a problem, and (d) identifying components of successful entries. The final outcome of the analysis at each stage was the development of reliable and operational definitions for classifying, coding, and evaluating written journals of preservice teachers.
The Quest for Teachers: On Reviewing A Decade of Reform Efforts
Authors: Lindsey Pam , Strawderman Carol
Published: November 2009

School reform for both general and special education, has been discussed for the past decade. The discourse on school reform often questions the effectiveness of traditional teacher education. A review of teacher education literature portrayed commitment and collaboration as two conditions that promoted change to traditional teacher education practice. The literature also described needed changes to organizational policies and structures as well as delineated barriers to successful reform. A new professionalism in teaching emerged as the overall goal of reform efforts. Results of the review suggested a developing trend to recreate rather than reform teacher education, particularly with respect to pioneering relationships between special and general teacher education programs.
Preparing Preservice General Educators for Inclusion: A Survey of Teacher Preparation Programs in Illinois
Authors: Reed Fran , Monda-Amaya Lisa E.
Published: November 2009

General educators must be prepared at the preservice level to accommodate students with diverse learning needs. The purpose of this study was to evaluate the extent to which undergraduate general educators, enrolled in approved teacher preparation programs in public or private institutions across Illinois, received instruction in inclusion and collaboration. Surveys were sent to instructors who taught the state-mandated course on exceptional children to general educators. Thirty-seven instructors representing 35 institutions responded. It was found that a significant gap existed between what instructors perceived as important for preservice educators to know and the actual degree of emphasis they placed in their course on competencies associated with inclusion and collaboration. Overall, it appeared that preservice general educators received limited information about the concepts and practices of inclusion and collaboration and will require additional information if they are to be prepared adequately to accommodate all students in inclusive classrooms.
Special Educators as Secondary Content Teachers: How Justifiable?
Authors: McKenzie Robert G.
Published: November 2009

Although there is substantial variability regionally, in many states special educators are responsible for teaching core content classes to adolescents with mild disabilities. This study examined the degree to which pre-service training institutions value and provide content area background to secondary special educators. States were grouped according to the degree of content instruction provided by public school special educators. Seventy-eight training programs (38 from 13 "content-teaching" states and 40 from 13 "non-content-teaching" states) participated. The results indicated that pre-service training in content areas was minimal in importance and scope, with no differences between the groups. The results also indicated that science and social studies were considered significantly less important than English and mathematics and afforded correspondingly less training exposure. Implications for training and secondary school service delivery are discussed.
Special and General Education Teachers in Public Schools: Sources of Supply in National Perspective
Authors: Boe Erling E. , Cook Lynne H. , Kaufman Martin J. , Danielson Louis C.
Published: November 2009

In view of the chronic shortage of qualified special education teachers and the pauciij, of data on the sources of supply of entering teachers, this research provides such data from a national probability sample of 46,599 public-school teachers from the 1990-91 Schools and Staffing Survey. The analysis focused on two main teaching fields (special and general education) and five main sources of supply of public school teachers (first-time teachers who recently graduated, first-time teachers who delayed entry to the teaching profession, reentering experienced teachers, teachers migrating from private to public schools, and public school teachers continuing from the prior year). Results showed significantly, greater annual inflow of entering teachers in special education (8.5%) than in general education (5.9%). The main source of entering public teachers in 1990-91 was the reserve pool (68% in special education; 69% in general education), composed of (a) delayed entry first-time teachers and (b) reentering experienced teachers. The other sources of entering public teachers were first-time teachers who recently graduated from college (24% in both special and general education), and migrant teachers from private schools (8% in special education; 7% in general education). Although special and general education were more similar than dissimilar in their respective sources of supply of teachers, these two fields differed somewhat in the following respects: (a) there was a greater percentage demand in special education for teachers to fill open positions, and (b) special education filled a higher percentage of open positions with reentering eaperienced teachers Implications for teacher shortage, recruitment, and teacher education are discussed
Coteaching: New Variations on a Not-So-New Practice
Authors: Reinbiller Noell
Published: November 2009

Two factors, inclusion and diversity, have resulted in new collaboration between special educators and general educators. As students with disabilities began to receive services in the general education classroom, special educators and general educators began to move into coteaching relationships. The purpose of this article is to give educators an overview of the model as it is presently being reported in the literature. Topics include the development of the coteaching model presently used by special educators and general educators, description of various forms of coteaching used by these teachers, analysis of reported effectiveness in the education of students with disabilities, and recommendations for the future. Reports containing accounts of positive coteaching experiences and guidelines for engaging in this activity are appearing in the literature, but less evidence of its effectiveness regarding student outcomes is available. In this paper, 10 articles describing coteaching activities are reviewed, and group composition, primary goal and purposes, components, activities, and evidence of effectiveness are considered.
A Collaborative Model for the Preparation of Teachers for Students with Visual Impairments
Authors: Corn Anne L. , Erin Jane N.
Published: November 2009

There is a critical national shortage of teachers prepared to work with children who are blind and those with low vision. This article describes two federally funded projects that addressed the needs of school districts and specialized schools that were unable to locate and employ a teacher of students with visual disabilities. In the Collaborative Model 24 teacher-participants attended traditional on-campus programs 2 days per week while working in their local school districts, often hundreds of miles from campus, 3 days per week. Collaboration among educational agencies is described. Evaluations of the model using data from teacher-participants and school administrators is included along with costs for each project. Data indicate that the Collaborative-business Model is a viable, though more costly model for preparing teachers of students with a low incidence disability.
Treatment of Positive Behavioral Support Concepts in Currently Used Textbooks
Authors: Hobbs Tim , Westling David L. , Hatoum Rima J.
Published: November 2009

Nine textbooks currently used in applied behavior analysis courses for future teachers of students with disabilities were examined to determine how the concepts of positive behavioral support were treated. The reviews were conducted using the four major training outcomes of positive behavioral support presented by Anderson, Albin, Mesaros, Dunlap, and Morelli-Robbins (1993) as a framework for analyzing the texts. It was found that although many of the concepts and practices of positive behavioral support were discussed in the texts, none promoted the approach as a holistic philosophy for intervening when challenging behaviors occur. The implications for preparing future teachers in this area are discussed.
Creating and Using a Multiparadigmatic Knowledge Base for Restructuring Teacher Education in Special Education: Technical and Philosophical Issues
Authors: Kromrey Jeffrey D. , Hines Constance V. , Paul James , Rosselli Hilda
Published: November 2009

Important challenges that researchers face in the creation and use of a knowledge base for restructuring teacher education in the field of special education are reviewed and analyzed. Such challenges arise both from the changing intellectual context within which research operates and from the fundamental reform efforts currently underway throughout the educational community. Promising avenues for research to meet these challenges are delineated and the critical roles of multiparadigmatic research communities are highlighted. Mechanisms for the development, maintenance, and on-going operations of such communities are suggested, and potential caveats and pitfalls to their success are described.
The Philosophical Conundrum of Teacher Education in Special Education
Authors: Epanchin Betty C. , Paul James L. , Lee Smith R.
Published: November 2009

Much of the thinking associated with current educational reform challenges established assumptions about the nature of knowledge and the role of teacher educators. This article describes shifting perspectives of a large teacher education program in the process of implementing a reform agenda. Particular attention is given to admission standards for prospective teachers and the curriculum and teaching methodologies of a teacher education program.
Anatomy of Six Public School-University Partnerships
Authors: Christensen Linda , Epanchin Betty , Harris Debra , Rosselli Hilda , Lee Smith R. , Stoddard Kim
Published: November 2009

The purposes of this article are to examine 6 school-university partnerships developed between the Special Education Department of the Universiy of South Florida and surrounding school districts and to delineate key factors contributing to their progress. The literature on partnerships is used as a guide for the review. Context and key personnel seem to be two of the most important factors in these 6 projects. Challenges to partnerships are discussed, including the establishment of parity and the role of personal values in developing school-university partnerships.
Where Have We Been and Where Are We Going? Views From the Presidents
Authors: Davis Pegi S. , Monda-Amaya Lisa E. , Hammitte Diana
Published: November 2009

The purpose of this paper was to determine what past presidents of TED believe about past, present, and future issues in the field of special education. Twenty-seven past presidents were contracted to participate in the study, and 19 responded (for a 70% response rate). Respondents were asked to comment on issues they believed would be and would not be important in the future and on trends in teacher education that concerned them. These data were analyzed using a content analysis procedure. Themes within the data are presented and synthesized.
Looking in the Rear View Mirror: A Content Analysis of Teacher Education and Special Education
Authors: Tulbert Beth , Sindelar Paul T. , Correa Vivian I. , La Porte Michelle M.
Published: November 2009

The 75th Anniversary of CEC provides an opportunity for a retrospective look at the scholarly work on special education teacher education published in this journal. In this paper, we describe a content analysis of the first 18 volumes of Teacher Education and Special Education and of all articles submitted to TESE in 1993 and 1994. Each published paper was categorized as to type, for which we developed 15 categories, and content, for which we developed 10 general descriptors. We describe the TESE literature base on both dimensions and consider changes over time. Most papers published in TESE were typified as survey research, program descriptions, or program evaluations. These paper types have been common over time, but changes have occurred for others. The analysis of submissions indicated that we receive the same kinds of papers that we publish by and large. Although the content of papers published in TESE also has changed through the years, three categories (curriculum and instruction/school practice, teachers' attributes and roles, and elements/processes of teacher education) predominated. We offer our editorial insights about the analysis and suggest directions for future research.
The Pair Tutoring Program: An Early Field-Based Experience to Prepare Preservice General Educators to Work with Students with Special Learning Needs
Authors: Maheady Larry , Mallette Barbara , Harper Gregory F
Published: November 2009

Most pupils with special learning needs will spend a significant proportion of their time in school in general education settings. Yet, a cursory examination of the teacher preparation literature suggests that many preservice general educators are ill-prepared to meet this enormous instructional challenge. Here, we briefly describe the efforts of one regional state college to restructure its program to better prepare general education teachers to serve diverse learning groups. We begin by describing the Reflective and Responsive Educator (RARE) program, a newly restructured, 4-year field-based program for future early childhood, elementary, and secondary education teachers. We then describe in more detail one particular facet of the RARE model, the Pair Tutoring Program, an early field-based experience that accompanies a required introductory course, and provide initial outcome data to support its efficacy and social acceptability. Finally, we address issues related to the potential replicability and sustainability of the model and speculate on future programmatic directions in the preparation of preservice general education teachers.
A Pilot Project Investigating the Influence of a Collaborative Methods Course on Preservice Elementary Education Teachers
Authors: Nowacek E. Jane , Blanton Linda P.
Published: November 2009

This pilot project examined the extent to which instruction in the use of collaborative skills and learning characteristics of students with mild disabilities (MD) influenced preservice elementary education teachers' attitudes toward students with MD, and their knowledge of students' learning characteristics, and their instructional planning. Although both experimental and control groups studied the same methods curriculum, the experimental group received their instruction in a combined, team-taught course that offered additional instruction in collaborative skills and learning characteristics of students with MD. Results indicated no differences in attitude or knowledge of learning characteristics. However, posttest data indicated that the control group emphasized classroom managementlbehavior, instructional materials, and global cognitive characteristics while the experimeutal group emphasized lesson plans, instructional processes, and specific academic non-readiness skills.
The Alternative Basic Certification Program in Special Education: In Search of Quantity and Quality in Special Education
Authors: Edelen-Smith Patricia , Sileo Thomas W
Published: November 2009

Teacher shortages in special education generally result from variables (e.g., fewer teachers entering the field and others exiting due to personal and organizational factors, lack of administrative or other support, role ambiguity and role conflict) that may impact negatively on the provision of quality educational programs to students with disabilities. As a result, universities and state departments of education are joining forces to design and implement alternative teacher certification programs as an attempt to reverse the downturn in the availability of qualified special education teachers. In this article, we discuss the Alternative Basic Certification Program in Special Education (ABC-SE) offered by the Department of Special Education at the University of Hawaii at Manoa, in collaboration with the Hawaii Department of Education, including program characteristics, implementation, and aggregate outcomes for the years of operation.
Designing Effective Field Experiences For Nontraditional Preservice Special Educators
Authors: Rosenberg Michael S. , Jackson Lewis , Yeh Chyong-Hwa
Published: November 2009

Field experiences represent an increasingly significant part of most preservice special education programs. However, traditional forms of field experience, which require full-time extended stays at single sites, are not always in the best interest of nontraditional students. These students, many of whom possess a rich history of previous employment and life skills, may be best served in individualized field activities that take into account both their logistical needs and their existing skill levels as practitioners. Five alternatives to the traditional field experiences are defined, described, and contrasted in this paper. These are (a) infusion of experiences within content courses, (b) traditional experiences offered during the summer session, (c) working practica, (d) roving practica, and (e) specialized field-experiences. It is argued that these alternatives, alone or in combination, can provide appropriate field experiences for many nontraditional students. However, it is also indicated these alternatives may require programmatic and operational changes in the way teacher educators view and administer field experiences. Specifically, it is suggested that collaboratave partnerships with SEAs and LEAs can be the vehicle for making individualized field experiences for nontraditional students rewarding, feasible, and cost-effective.
Preparing Future Bilingual Special Educators: The Lessons We've Learned
Authors: Bay Mary , Lopez-Reyna Norma
Published: November 2009

The purpose of this paper is twofold. We describe the goals and curricular content of a teacher education program designed to prepare individuals to teach limited English proficient children with disabilities. As part of this description, we include a discussion of graduates' feedback regarding program strengths and weaknesses. Next, based on this feedback and our experiences as teacher educators in the program, we present critical features of a bilingual special education teacher preparation program. These features emphasize providing social and emotional support to teacher candidates, teaching them how to create culturally responsive classrooms, challenging students to re-think their beliefs about teaching and learning, expanding the notion of collaboration to include community services, and supporting graduates while they attempt to effect change in their classrooms and schools.
Paraprofessionals in Special Education: Issues for Teacher Educators
Authors: Frencb Nancy K. , Lou Pickett Anna
Published: November 2009

Paraprofessionals have been employed by school districts to fulfill various roles in the educational process for many years. Currently, there are over 250, 000 paraprofessionals working in special education programs. Teacher educators may be interested in practices regarding the employment of paraprofessionals and may want to take an active role in the development of models for the preparation and management of paraprofessionals. Teacher educators are urged to help develop training standards for professionals who supervise paraprofessionals and for the paraprofessionals themselves, to study the problems of paraprofessional employment, to develop models and policies to guide the profession in appropriate delineation of roles and responsibilities, to promote awareness of the potential use of paraprofessionals as community liaisons, to recognize the potential recruitment of paraprofessionals into teaching and to share their knowledge with the field.
Meeting the Social Needs of Students with AD/HD by Addressing the Professional Development Needs of Their Teachers
Authors: Marchant Catherine , Siperstein Gary N.
Published: November 2009

Many teacher-oriented resources provide information on strategies for improving the academic performance and behavior of students with AD/HD. However, methods for improving the social difficulties of these students have been relatively neglected, despite evidence characterizing social problems as among the most debilitating aspects of the disorder. To address the social needs of students with AD/HD in general education classrooms, we designed a professional development program that is based not only on current knowledge of students with AD/HD, but also on the professional development needs of teachers. In this article, we describe the evolution of this program, its conceptual underpinnings, and its specific components.
Attention Deficit Hyperactivity Disorder Research-to-Practice through Distance Education
Authors: Zentall Sydney S. , Javorsky James
Published: November 2009

Through advances in technology, educators will be able to provide school districts with opportunities to present the latest in researcb-based inservice training at minimal costs to individual students. This article will compare factors in the literature associated with successful outcomes in distance education with our experiences providing an inservice teacher education program on attention deficit/hypeactivity (AD/HD). We present the method of a satellite and telephone-based course and the evaluation of this graduate level inservice course.
The Interactive Teaching Network: Distance Learning Applications for Inservice and Preservice Teacher Preparation in Attention Deficit Hyperactivity Disorder
Authors: McLaughlin Phillip J. , Bender William N. , Wood Kimberly M.
Published: November 2009

The purpose of this article is to describe the distance learning staff development opportunities developed through an initial project on attention deficit hyperactivity disorder (AD/HD) at the University of Georgia, the effects of the technology involved, and the opportunities that have evolved from programs created. Selection of distance learning technology and other instructional decisions are framed in light of the need to address the complex issues surrounding AD/HD and to demonstrate to teachers and parents how to manage students with AD/HD in the classroom and at home.
Sharing the Language of Attention Deficits: Educational Programs about Attention for Parents, Their Children, and Professionals
Authors: Swartz Carl W. , Hooper Stephen R. , Gut Dianne M. , Wakely Melissa B. , Levine Melvin D.
Published: November 2009

Most researchers agree that individuals with attention deficits benefit more from multimodal management plans incorporating counseling, pharmacological, and psychoeducational strategies than any of these strategies alone. A significant impediment to the successful implementation of multimodal management plans is a lack of a common language for clinicians, educators, parents/caregivers, and individuals with attention deficits to use when discussing attention deficits. The goal of the Controls of Attention Project is to provide all stakeholders with a shared language that both specifies the nature and severity of the problem beyond a global label of AD/HD and is explicitly linked to management strategies.
Meeting the Demands for Specialized Teachers of Students with Severe Disabilities
Authors: Snell Martha B. , Martin Kerri , Orelove Fred P.
Published: November 2009

This paper describes a federally funded, 5-year (1989 to 1994) personnel preparation program for unendorsed teachers of students with severe disabilities in Virginia. The program involved a cooperative union of training and technical assistance from 3 state universities and the Virginia State Department of Education. The program was designed to be inexpensive to participating teachers and minimize their travel, to allow supervised application of content schools, and to meet state endorsement requirements for severe disabilities. Teachers were selected for their demonstrated teaching talents and their predicted job stability. The 61 teachers who completed the program participated in 1 of 3 repeated training cycles. This article presents evaluation findings on the training program and explores other solutions to personnel shortages in low incidence disability areas in most state.
Training Rural Educators in Kentucky through Distance Learning: A Model with Follow-up Data
Authors: Collins Belva C.
Published: November 2009

The Training Rural Educators in Kentucky through Distance Learning (TREK-DL) project trains special education personnel in moderate/severe disabilities and early childhood special education. The components of the dynamic model include (a) satellite, compressed video, and on-site delivery systems; (b) support services from the university, state, and federal government ; and (c) various methods of team teaching. In addition to describing the model and the program content, this article discusses the results of a survey of the TREK-DL project students that was conducted to validate the effectiveness of the project and to refine the delivery of the project as it continues. Finally, implications are discussed that may pertain to other institutions of higher learning that are delivering coursework via distance learning technology.
Negative Reinforcement in Classrooms: What We're Beginning to Learn
Authors: Gunter Phillip L. , Coutinho Martha J.
Published: November 2009

This paper presents the negative reinforcement paradigm as a framework with potential to guide development of classroom interventions that increase desirable and decrease undesirable behaviors of students with disabilities. The paradigm (having been defined for some years) seems to be described rarely and is seldom presented in depth in teacher educating programs. Results of studies involving children with emotional and behavioral disorders are presented to convey the importance of teachers' awareness of the paradigm's usefulness. Recommendations are presented regarding content and delivery of training in pre-and inservice programs.
Measurable Change in Student Performance: Forgotten Standard in Teacher Preparation?
Authors: Greenwood Charles R. , Maheady Larry
Published: November 2009

As we enter the 21st Century, many individuals both within and outside of education have expressed their general dissatisfaction with the current state of affairs in our public schools and institutions of higher education. Indeed, the literature is replete with calls for educational reform. Here, we make another call for educational reform by arguing that measurable change in student performance should serve as the gold standard for making judgments about effective instruction. We argue further that student change data can serve as an important component in the evaluation of teacher preparation programs and as a guiding force in current educational reform efforts. We describe a few promising assessment technologies that allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented inquiry approach to teaching and learning.
Teachers Working Together: What Teacher Educators and Researchers Should Know
Authors: Brownell Mary T. , Yeager Elizabetb , Rennells Mary Sue , Riley Tamar
Published: November 2009

Collaboration among professionals is an essential component of the Individuals with Disabilities Education Act and the cornerstone of successful inclusion efforts. Our review of the literature, however, revealed little research documenting the collaborative efforts of general and special education teachers. We included literature in general and special education to determine the fundamental characteristics of successful collaboration, the barriers to collaboration, and the benefits of collaboration for teachers and students. Our findings are organized around the following themes: shared vision; commitment to collaboration; communities of care; frequent, positive, extended interactions; supportive, collaboration leadership; teacher benefits; and student benefits. Finally, we discuss future research issues and implications for teacher education in light of our findings.
The Impact of Teacher Education on the Beliefs, Attitudes, and Dispositions of Preservice Special Educators
Authors: Renzaglia Adelle , Hutchins Margaret , Lee Suzanne
Published: November 2009

Multiple challenges face special education teacher educators in preparing highly skilled teachers for today's schools. One area of particular concern is developing in preservice teachers beliefs, attitudes, and dispositions that will enable them to use critical thinking and decision making in their practice. In this paper, we review issues related to changing the attitudes, beliefs, and dispositions of preservice special educators. In particular, we review practices in teacher education in the area of reflective thinking and teaching, coursework, informal interaction with faculty, and field experiences and supervision. Finally, recommendations for teacher education practice and future research needs are explored.
Preparing On-the-Job Teachers for Urban Schools: Implications for Teacher Training
Authors: Burstein Nancy Davis , Sears Sue
Published: November 2009

This study examines the effectiveness of a program in the preparation and retention of on-the-job teachers to serve students with mild-moderate disabilities in urban schools. Special education teachers with emergency certification participated in the two year program designed to provide: competencies specific to serving urban students with special needs; experiential and reflective experiences that linked coursework and classroom practices; and ongoing support and guidance through on-site support teachers, university supervision and cohortparticipation. Data examining teacher development, teachers'perceptions of theprogram and job experiences were collected on 35 participants. Findings from the study indicated that teachers developed competency over time and viewed seminars and on-site assistance as critical sources of support. However, despite preparation and program supports, teachers continued to experience significant challenges and stress on-the-job. Implications for the preparation and retention of urban school teachers are discussed.
Use of the Case Method of Instruction in Special Education Teacher Preparation Programs: A Preliminary Investigation
Authors: Elksnin Linda K.
Published: November 2009

A survey focusing on the use of the Case Method of Instruction (CMI) in special education teacher preparation programs was sent to 257 randomly selected members of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC). Surveys from 141 individuals were returned, representing a 55.8% return rate. The survey was designed to obtain information regarding (a) subject characteristics, (b) characteristics of students and institutions, (c) teacher educators' perceptions of CMI, and (d) methods used to implement CMI in special education teacher preparation programs. More than 78% of respondents were using, or had used within two years, CMI and 90% felt positive about their ability to teach using cases. Greater than 17% were considering adopting CMI. Respondents reported using CMI most frequently in assessment and methods classes. Primary advantages of CMI cited by respondents were that this method allowed students to apply theory to practice and enabled students to develop problem-solving skills. Potential disadvantages included the amount of preparation and implementation time, difficulty finding appropriate cases, and the demands placed on the instructor (e.g., well-developed classroom management and group facilitation skills). Based upon results of this preliminary investigation, issues related to practical and research applications of CMI were discussed.
Professional Development of Teachers of Language Minority Students Through University-School Partnership
Authors: Zetlin Andrea G. , Macleod Elaine , Michener Darlene
Published: November 2009

The puapose of this study was to implement, in partnership with a neighboring university, a professional development model in five inner city elementary schools featuring language minority populations. The model involved (a) providing a core group of volunteer primary grade teachers at each school with intensive training in an integrated reading/language arts approach, (b) maintaining regular contact with participating teachers throughout the school year as they worked toward implementing elements of the program in their classrooms, and (c) establishing collegial teams to serve as peer supports at each school site which allowed for sharing collective expertise and resources. Year-end interviews with teachers revealed positive changes in collegiality, teaching practices, and professional growth. Additionally, changes in student behavior and learning were reported as accelerated learning, gains in social skills, increased motivation for learning, and the lack of need for retention or referral to special education. Finally, naturally occurring problems which served as barriers to professional development were discussed.
Enhancing the Potential of Distance Education: A Case Study Involving Groupware
Authors: Foegen Anne , Howe Katbryn B. , Deno Stanley L. , Robinson Steven L.
Published: November 2009

Distance education can be used to address the dilemmas of teacher shortages and attrition rates that plague tbe field of special education by supporting preservice and inservice training of individuals who, because of geography or circumstance, cannot access higher education. This paper examines three problems inherent in the delivery of distance education and uses the teacher effectiveness literature as a context for exploring potential enhancements. An inservice workshop is described in which distance education was supplemented with a groupware technology that facilitated principles of effective instruction. Outcomes of the workshop, benefits and practical considerations related to groupware use, and areas of future research are outlined.
Beginning Special Educators: Problems of Practice and the Influence of School Context
Authors: Kilgore Karen L. , Griffin Cynthia C.
Published: November 2009

The purpose of this paper is to discuss the results of a study we conducted with our former special education student teachers during their first and second years of teaching. We investigated these beginning special educators' problems of practice and the influence of the school context on teachers' abilities to solve their problems. The results indicated that novice special educators were troubled by issues related to instruction and curriculum, understanding the system, mainstreaming and inclusion, and exhaustion. The results also indicated that these teachers received little support from their general education colleagues or administrators; most of their support came from other special educators. Implications for teacher education are discussed.
Strategies to Facilitate Preservice Teachers' Active Involvement in Learning
Authors: Sileo Thomas W. , Prater Mary Anne , Luckner John L. , Rhine Barbara , Rude Harvey A.
Published: November 2009

Research in the fields of education and psychology supports the movement toward students' active engagement in their learning. Learners at all levels, but particularly at the college level, receive augmented benefits from increased involvement in their acquisition of new knowledge and skills. This is particularly critical for teacher education candidates who are preparing for careers as educators. The purpose of this article is to discuss various learning strategies that foster preservice teachers' active participation in learning. We present a learning continuum that considers simulated, spectator, exploratory, analytic, and generative experiences. Specific approaches that are described within this continuum include role playing, service learning, and journal writing activities as well as videotape lessons with peer-assisted reflection and field-centered teacher education. We also offer a series of instructional strategies applicable to university classrooms that include a range of action methods such as icebreaker, continuum, storyboarding, and cooperative learning activities, among others.
Not just CHILDREN Anymore: Personnel Preparation Regarding Postsecondary Education for Adults with Disabilities
Authors: Dukes Lyman L. , Shaw Stan F.
Published: November 2009

Given the significant growth in the number of adults with disabilities pursuing postsecondary education, it has become necessary to not only prepare more people to assume professional roles at the college and university level to work with this population, but also to enhance the knowledge of secondary-level special education personnel regarding the needs of students with disabilities who choose to pursue higher education following high school. The professionalization of postsecondary disability services, the changes in services available to students in postsecondary education, and suggestions to improve personnel preparation related to the transition to postsecondary education for students with disabilities are discussed.
A National Survey of Special Education Teacher Preparation Programs Regarding Their Inclusion of Family Focused Components of the CEC Common Core of Knowledge and Skills
Authors: Knight Diane , Wadsworth Donna
Published: November 2009

This study examined the practices of universities and colleges throughout the United States with regard to the inclusion of family issues courses in their teacher preparation programs. Data were collected from 101 institutions offering graduate/undergraduate/associate degree and/or certification programs and specialization in both early childhood and mildlmoderate areas of disability. The manner in which family issues were incorporated into the programs of study, the time involved, and the extent to which the CEC Common Core of knowledge and skills was emphasized were of primary interest. Results indicated that most early childhood programs required one or more separate courses in family issues; however, most mild/moderate ones integrated this content within the general special education curriculum, spending approximately 1 to 2 hours per semester in related discussion. The need to train teachers in effective communication/consultation skills, to foster constructive relationships, and to engage in responsive collaboration with parents on planning educational programs received highest priority in the reported programs. Cultural and environmental influences on learner characteristics, knowledge of family diversity and dynamics relative to developing instruction, and involvement of family in assessment and as members of the educational team reflected the lowest levels of concern by the participants in the study.
The Impact of Market Driven Higher Education Practices on Professional Teacher Development
Authors: Rosenberg Michael S. , Sindelar Paul T.
Published: November 2009

In this paper we describe the growth of private sector involvement in the delivery of postsecondary education, the potential impact of this growth on mainstream IHEs, and the impact of these changes on the development of general and special education teachers. It is our contention that the proliferation and effects of for-profit, convenience-type approaches to postsecondary education run counter to efforts aimed at the improvement and reform of teacher preparation and professional development. In fact, we believe that the movement toward a more corporate approach to activities and governance in the higher education community is antithetical if not hostile to the agenda of teacher education reform. As part of this initial TESE Associate Editor's exchange, we invite comment on this critical issue.
Confronting Myths About Teaching Black Children: A Challenge For Teacher Educators
Authors: Bondy Elizabeth , Ross Dorene D.
Published: November 2009

Teachers' beliefs, attitudes, expectations, and biases have been cited as a major factor in the overrepresentation of minority children within special education placements. This article presents six common myths about black children that are held by many white teacher education students. Teacher educators in both general and special education must work with their preservice teachers to challenge these common myths so that we can make progress in changing the patterns of over-representation of minority children within special education.
Faculty Advertisements: A Road Map for Future Faculty
Authors: Ryndak Diane Lea , Webb Kristine , Clark Denise
Published: November 2009

As schools are being restructured, there is increasing support for special and general educators developing expertise in both fields and in collaborative teaming. School restructuring also has contributed to the re-creation of teacher education programs, including the development of partnerships between universities and public schools and the unification of preservice programs in special and general education. If preservice programs of the future intend to prepare teachers who have expertise related to trends in educational services for all students, then preservice faculty must have expertise in the same trends. One indicator as to whether preservice programs reflect trends is the characteristics they seek in new faculty members. The purpose of this study was to determine whether specific trends in educational services and teacher education were evident in advertisements for assistant professors in special education in the Chronicle of Higher Education for the 1994-95 and 1995-96 academic years. Specifically, the study was designed to answer the following question: Do advertisements for assistant professors in special education reflect requirements for new faculty to have expertise related to (a) general education curriculum and instruction; (b) inclusion; (c) extensive collaboration among university faculty and school personnel; (d) collaboration among special and general education preservice faculty; andlor (e) a unified teacher education program in special and general education? Results indicated a lack of congruence between contents of advertisements and the identified trends in educational services and teacher education.
Transition Competencies: Perception of Secondary Special Education Teachers
Authors: Knott Linda , Asselin Susan B.
Published: November 2009

Though few studies have defined professional roles and competencies in the area of transition, transition is an emerging emphasis in special education. In this study, the perceptions of teachers of students with mild disabilities were explored. Relationships between knowledge, involvement, importance, and types of transition training were investigated. Findings suggest that there are gaps in knowledge and involvement in transition planning and service delivery.
Bridging Between Craft and Academic Knowledge: A Computer Supported, Problem-based Learning Model for Professional Preparation in Special Education
Authors: Gerber Michael M. , English Judy , Singer George S.
Published: November 2009

This article describes and discusses Project CASELINK, an OSEP-funded three-year project that uses a problem-based learning (PBL) perspective to frame design and development of eight interactive multimedia modules on the Internet to augment new and existing introductory courses in special education anywhere in the nation. The project responds to critical questions about the distinction between craft knowledge that develops from practical experience and academic knowledge acquired through formal study. CASELINK attempts to bridge the gap between these ways of knowing so that all relevant professional knowledge can be identified and applied to improving outcomes for students with disabilities. We describe how and why interactive, multimedia, and distance learning technologies are used by CASELINK in support of the larger purposes of problem-based learning.
Developing and Using Technology for Course Delivery
Authors: Scbnorr Janice M.
Published: November 2009

Technology can be used effectively for delivering courses off campus; the development of a delivery system requires planning and development. This article summarizes some professional issues related to technology and distance education courses along with a variety of delivery formats including lectures, virtual classes, and Internet courses. Typical problems encountered as well as questions that may guide decision making regarding the selection of delivery formats for specific programs are addressed and numerous tables are included that list Internet and multimedia resources. A description of a course developed by the author for the University of Alaska Anchorage is included.