bluuebunny/crossref_metadata_2025 huggingface dataset:
Special Education Content Included in Regular Teacher Education Programs
Authors: Sattler Joan L. , Graham Lesley P.
Published: November 2009

If elementary and secondary teacher preparation programs are to be responsive to the needs of exceptional students in the schools, special education content must be included within the preservice curriculum and appropriate inservice training must be available to faculty. This article describes a research project involving a national survey of selected elementary and secondary teacher education programs within public and private institutions of higher education. The status of special education content included within these teacher education programs was assessed. Major findings reveal (a) public institutions are more advanced in integrating special education content within the curriculum and providing appropriate inservice training and field experiences than private institutions, (b) elementary preservice programs require special education courses and integrate special education content at a higher rate than secondary programs, and (c) at least a quarter of the elementary and secondary programs require some type of field experience with exceptional children or youth. Issues are discussed in regard to curricular change and faculty development.
Systematic Development and Evaluation of Quality Practices for Inservice Education
Authors: Jamison Patricia J.
Published: November 2009

P.L. 94-142 mandates a comprehensive system of personnel development (CSPD). This article reports on research designed to develop and to evaluate a conceptual model and quality practice statements designed to be used as a guide for comprehensive program planning. Inservice experts were used during three phases of activity to develop, refine, and evaluate the final product. The results of the study indicated that inservice experts were in essential agreement regarding the importance of the conceptual model and quality practices. It is reasonable to expect that adoption of such models could result in more effective inservice programs. Those involved in the delivery of inservice education should consider following such standards when designing programs.
Using Microcomputers to Manage Student Records
Authors: Blackhurst A. Edward
Published: November 2009

The purpose of this paper is to describe how microcomputers can be used to manage the records of students enrolled in special education personnel preparation programs. A rationale for the use of data-base management systems is provided and an example of the use of one such system is provided.
The Use of Computer Simulation in Teacher Education
Authors: Lloyd Sandra , Idol-Maestas Lorna
Published: November 2009

Two computer simulation programs have been developed for use as instructional aids for preparation of special education teachers. The first set of simulations was designed to assist teachers of the mildly handicapped in selecting precise, data-based solutions to classroom learning and beha viorproblems. Particular emphasis was placed upon cueing teachers to select optimal strategies to enhance teacher consultation between special and regular educators. Optimal strategies were determined by conducting a validation study wherein experts rank-ordered four possible solutions for each of several simulation situations. In evaluations given to 36 subjects before and after the computer simulation program, there were significant differences (p < .05), with posttest selections to be more nearly like the strategy selection of trained, experienced consulting teachers. The second set of simulations was designed to prepare teachers to use direct, curricular-based assessments to determine pupil performance and to evaluate performance data. Opinion questionnaires completed by 51 teachers and administrators using these programs resulted in very favorable opinions toward computer-assisted instruction.
Microcomputer-Assisted Student Examinations in Special Education Teacher Training
Authors: Stile Stephen W. , Pettibone Timothy J.
Published: November 2009

The purpose of this study was to investigate the use of microcomputers for test administration in an undergradute special education teacher training program. By design, four unit examinations were administered to 32 participating students randomly assigned to four groups. Each group took one examination on the microcomputer, while the remaining three examinations for each group were of the paper-and-pencil variety. As anticipated, no significant differences were found between treatments. Student reactions to the microcomputer-assisted testing were generally positive, which, when considered together with such potential benefits as reductions in recurring test preparation efforts, appears to justify this particular microcomputer application.
Analysis of the Design, Implementation, and Effects of a Data-Based Staff Development Program
Authors: Wang Margaret C. , Gennari Patricia
Published: November 2009

This article describes the design and effects of a data-based approach to training school staff in the implementation of innovative programs. In addition to illustrating the use of this particular approach, the article summarizes the findings from a study of the efficacy of the Data-Based Staff Development Program. This program is designed specifically to help school personnel improve their knowledge and skills in providing learning experiences that are adaptive to student differences, particularly in the context of the effective mainstreaming of exceptional students in regular classrooms. Data from the study are reported as preliminary evidence of the effectiveness of the data-based approach to staff development, and future lines of work in this area are suggested.
Teaching LD Adolescents
Authors: Wells Donald , Schmid Rex , Algozzine Bob , Maher Maryellen
Published: November 2009

The National Secondary School Survey was conducted to obtain "state-of-the-art" information about service delivery to learning disabled and emotionally disturbed adolescents. Public school teachers in all 50 states returned 1,794 questionnaires regarding their own characteristics and those of their students and educational programs. In this report, the analyses of 754 questionnaires returned by teachers of learning disabled adolescents are presented and discussed and five implications for teacher trainers and inservice directors are identified.
Instructional Ecology for Students in Resource and Regular Classrooms
Authors: Thurlow Martha L. , Ysseldyke James E. , Graden Janet L. , Algozzine Bob
Published: November 2009

Sixteen elementary students were observed systematically over 2 entire school days to examine the nature of instruction and academic responding times during resource room instruction and mainstream classroom instruction. Data were recorded in six categories at 10-second intervals. Analyses of the results indicate that in the mainstream setting, the nature of instruction and academic responding was similar for LD students and their non-LD classmates. Similarly, when LD students were in the resource room and non-LD students were in the regular classroom, no statistical differences were found in the nature of instruction or in academic responding times of the two groups of students. Overall active academic responding time was low, even in the resource room, averaging just over 29 minutes of a 95-minute time period. Implications of the findings for practice and training of mainstream and resource room teachers are explored.
The Case for Reasonable Intervention
Authors: Tymitz Barbara L.
Published: November 2009

High rates of inaccurate referral, negative psychological consequences of stigmatization, and evaluation bias underscore the need for special educators to take a more aggressive role in challenging the referral activities of school personnel. Although it is expected that a variety of intervention efforts will be used as a natural part of the child's educational experience, it is unclear what interventions regular classroom teachers see as reasonable to use with children they are considering for referral. Non-Referring Teachers (NRTs) and Referring Teachers (RTs) rated the reasonableness of frequently recommended interventions. Subjects also identified interventions they prefer to use. Results show that the attitudes of NRTs differ significantly from those of RTs on the reasonableness of suggested interventions. The pattern of preferred usage indicates that NRTs identify interventions that are more directly related to task design and instructional interaction, while RTs tend to select more indirect strategies that focus on contextual variables. Implications for data-based teacher training for regular and special educators are presented.
Current Issues and Practices Affecting the Development of Noncategorical Programs for Students and Teachers
Authors: Brady Michael P. , Conroy Maureen , Langford Cynthia A.
Published: November 2009

This article discusses current issues and practices affecting noncategorical programs for students and teachers. It first summarizes the problems found in categorical special education programs. Major problems are grouped into three sections: Labeling Practices, Definitions, and Service Delivery. Next, noncategorical, competency-based teacher preparation is examined. Noncategorical service delivery and teacher preparation alternatives are then presented. Finally, a number of remaining issues that inhibit noncategorical special education are discussed.
College/ University Program Variables and Their Relationship to the Job Satisfaction of Special Education Teacher Educators
Authors: Smith Marilyn L. , White Warren J. , Zabel Robert H.
Published: November 2009

A national survey was conducted to investigate relationships between various job-related variables and job satisfaction among special education teacher educators. Five discrete job satisfaction factors were found and used for multi-variate, univariate, and post-hoc analyses. Results of the study indicated that faculty from larger institutions, programs offering advanced degrees, noncategorical programs, and urban or suburban areas were more satisfied with their job-related circumstances than those from institutions with a smaller student population, rural areas, and programs offering only Bachelor's degrees. One factor, Financial Conditions, was a majorjob satisfaction variable when compared with other program variables.
Empirically-Erived Teaching Package for Socially Withdrawn Handicapped and Nonhandicapped Children
Authors: Day Robert M. , Lindeman David P. , Powell Thomas H. , Fox James J, , Stowitschek Joseph J. , Shores Richard E.
Published: November 2009

A teaching package designed to increase social interaction of handicapped children was evaluated by assessing concurrent changes in teachers' and young children's behavior following introduction of the instructional package. Three questions were addressed in this study: Would the training package increase the teachers' use of specified instructional responses? Would the package enable teachers to identify the appropriate target social responses and to emit their instructional responses in relationship to the targeted responses? If the teachers used the teaching procedure appropriately, would there be accompanying changes in the social behavior of the children? Nine teachers and 21 children (three children per teacher) participated in the study. The results indicated that eight of the nine teachers substantially changed their instructional behavior after the introduction of the teaching materials. Six of the nine groups of children increased their use of the appropriate social interaction as the teachers began to use the teaching strategies.
A Field-Based Doctoral Program in Special Education Administration
Authors: Vergason Glenn A. , Wallace Deborah S. , Hartman A. Carol , Kelly Leo J.
Published: November 2009

A cooperative field-based doctoral program between a college and a university is described. Policies related to selection of faculty, organization of the program, residency, course offerings, internship, and other relevant subjects are described. The article suggests that it may be possible to operate an effective field-based doctoral program in special education administration on a campus even 234 miles from the regular campus if all parties really want to succeed.
Preparation of Teacher Educators in Behavior Disorders
Authors: Grosenick Judith K. , McCarney Stephen B.
Published: November 2009

Given the current public discontent with education, doctoral level programs, including those in special education, should be scrutinized. This article describes concerns that led one faculty to rethink its doctoral level preparation program in behavior disorders. That process, as well as the resultant program content, are detailed. Doctoral students in behavior disorders are active participants in the design and pursuit of a program of study that blends the acquisition of theory and research skills with a carefully developed set of practitioner skills in teacher education.
Preparing Special Education Leadership for Problem Solving in a High Tech World
Authors: Swan William W. , Wood Mary M. , Burton Thomas G.
Published: November 2009

A broad range of national and international social structures are changing rapidly as we become a nation engaged in the business of thinking and communicating knowledge as opposed to the historical base of industrial manufacturing. What these dramatic changes hold for the well-being of handicapped people is unknown. The resulting challenge to the new leadership in special education is perhaps the greatest in the history of the profession. New approaches to new problems will require new approaches to leadership preparation, yet we must continue to meet present needs. The leadership preparation model described responds to both current conditions and future needs. The model anticipates that the special education leaders in the next decade will be able to reconceptualize future professional roles, identify new knowledge and approaches to instruction, design new curricula, establish effective transdisciplinary models for administering special education programs, and become effective advocates for handicapped people in a high technology world. The model proposes multiple learning environments and mentors through which inquiry, innovation, application, evaluation, and new technology can be brought to bear on the preparation of individuals for leadership in solving the critical issues with which special education will move into the 21st century.
Faculty Development
Authors: Tymitz-Wolf Barbara
Published: November 2009

While theorists in faculty development define the term differently, there is general agreement that the intent of well-conceived faculty development is to maximize opportunities for faculty members to experience and then sustain success in personal and professional growth (Chait & Ford, 1982; Eble, 1972; Gaff, 1975). Opportunities for faculty development vary greatly across institutions. It is increasingly clear, however, that the need for faculty to engage in development activities has intensified. Factors that have traditionally encouraged faculty development (i.e., movement toward promotion and tenure) have been added to by changes both internal and external to institutions of higher education. Schwartz (1983) recently noted that, while these changes will have impact on all faculty who choose to continue a professorial career, faculty in teacher education are considerably more "endangered" than faculty in other disciplines. It is critical that faculty development efforts in special education likewise take these changes into account. Awareness of the factors will allow the establishment of successful faculty development programs that react to identified pressures and are also proactive in guiding the disciplines of teaching and learning for the coming decade.
Microcomputers and Teacher Training
Authors: Merbler John B. , Lawver Dale L.
Published: November 2009

This paper summarizes the design, content, and implementation of a faculty development program in microcomputers at Ball State University. Three levels of training, ranging from elementary BASIC programming through advanced applications of microcomputers, are described. Special considerations and problems that can arise when working with faculty in this area such as "student role phobia" and "computer phobia" are discussed and remedial strategies are noted.
Dean's Grants as a Microgosm of Change
Authors: Allen JoBeth , Turnbull Ann P.
Published: November 2009

This article proposes a conceptual model for analyzing major delivery systems of instructional content (separate course, integration into ongoing courses, and combined approach) used in Dean's Grants. Curriculum and faculty development issues are considered and weighted. Implications of the impact of delivery systems in Dean's Grants are suggested for the incorporation of content on other sociopolitical issues (e.g., multicultural education, child abuse) into the teacher education curriculum.
Improving Student Teacher Supervision
Authors: Warger Cynthia L. , Aldinger Loviah E.
Published: November 2009

Improving university student-teaching supervision does not require elaborate faculty training sessions, but rather a redefinition of the supervisor's current role and responsibilities. This paper discusses a program model that uses data and supportive consultation to improve preservice supervision.
Microcomputers
Authors: McCann Scott K. , Kelemen Eve J.
Published: November 2009

The current infusion of microcomputer technology into the schools has major implications for the training of special education personnel. Teachers must be adequately prepared to use microcomputers in the classroom, if the potential benefits of the new technology are to be realized. Further, microcomputers offer a novel pedagogical tool for training special educators about instructional computer applications and traditional educational practices. This article discusses the dual role of the microcomputer as a focus and a medium for training special educators. Current issues, applications, and outcomes surrounding the impact of microcomputer technology on the preparation of special education personnel are explored. Implications for inservice and preservice training of special educators are also discussed.
Underlying Dimensions and Correlates of the Perceived Importance of Teacher Competencies for Special Education
Authors: Sass-Lehrer Marilyn , Wolk Steve
Published: November 2009

This investigation examined the possible underlying dimensions or factor structure of the importance ratings given a set of 45 competency statements representing basic domains of teaching competence. Ninety-six teachers of the hearing impaired, located in either residential school, nonintegrated classrooms, orpublic school, integrated settings, rated the relative importance of the competencies via the Q-sort method. Factor analyses indicated that teachers in both settings differentiated their ratings along three dimensions, comprising the domains of instruction and instructional planning skills, interpersonal skills, professional awareness, and skills associated with working with, educating, and guiding others. Teacher ratings were found to be related to amount of teaching experience as well as to the severity of the hearing impairment of the students taught. Implications for teacher training and evaluation are suggested in light of the consistent distinctions that experienced teachers reflect in their perceptions of the competencies critical to their profession.
Teachers' Ratings of Single-Concept Fliers
Authors: Whorton James E. , Madison Marion B. , Smith Lynn G.
Published: November 2009

Single-concept fliers dealing with students who are academically frustrated and students who do not pay attention in class were evaluated by 176 regular and special educators. The fliers were designed to provide assistance to teachers at a very basic level. The ratings were positive and the data are presented in tabular format.
Collaboration at the Preservice Level
Authors: Pugach Marleen C. , Allen-Meares Paula
Published: November 2009

Upon taking positions in the public schools, graduates of preservice preparation programs are expected to work together with a range of school-based professionals who share responsibility for the evaluation, identification, and instruction of pupils having mild learning and behavior problems, yet rarely are students in these various programs brought together at the preservice level to systematically study and practice the skills of collaboration. This paper presents a rationale for interdisciplinary instruction in collaboration at the preservice level and a series of validated instructional and evaluation activities designed to teach collaborative skills systematically throughout preservice programs in the school-based professions.
Mentorship
Authors: Prehm Herbert J. , Iscson Stephen L.
Published: November 2009

Research gives little insight into the nature of mentor-protege relationships in academic settings. This article is, therefore, an attempt to stimulate thought, discussion, and research on the goals of formal mentorship in special education doctoral programs. The role of mentor in doctoral preparation is discussed from both the student and the faculty member points of view. From the student's point of view, the mentor should be a role model personifying good teaching, scholarship, and leadership. From the faculty point of view, a mentor should also be committed to sharing and to growth. Mentorship is a mutually rewarding process of renewal that assures both a continuing supply of scholars to the profession and the continued growth of the established scholar-mentor.
Assessing the Quality of Inservice Training for Special Education
Authors: Truesdell Lee Ann
Published: November 2009

Inservice programs were implemented in five New York City school districts as part of an effort to improve instruction and integrate special and general education. In this study the quality of these programs was assessed with criteria derived from reviews of research on effective inservice education. Consensus was found in the literature for 10 characteristics of quality inservice education. The analysis of the inservice education conducted by the five districts revealed that training for classroom special education teachers lacked most characteristics of quality inservice training, while the training for administrators and resource room teachers had many of the criteria found in effective in service education. Among the obstacles to providing quality inservice programs to classroom teachers were limited time available for training, few skilled trainers, and competing goals for educational change. Some recommendations for implementing quality inservice education are made.
Stem
Authors: Wheeler Mary Anne , Tuchman Linda , Miller Darcy , Wambold Clark
Published: November 2009

The development, field testing, and revision of a competency-based program guide and interactive evaluation system being used to train preservice teachers in special education at the University of Wisconsin-Madison, Department of Studies in Behavioral Disabilities, is reviewed. The Student Teacher Evaluation Manual (STEM) was developed to coordinate requirements and expectations between field and university course work. Unique to STEM is an interactive three-way evaluation system which gives all participants, including student teachers, significant roles in the evaluation of student teacher performance. Participant satisfaction with components of STEM was surveyed. The majority of respondents indicated that they were satisfied or highly satisfied with the program. STEM has been effective for a particular training program and could be used or adapted by otherprograms.
Learning Disabled Students in Higher Education
Authors: Salend Spencer J. , Salend Suzanne M. , Yanok James
Published: November 2009

Data indicate that the prevalence of learning disabled students enrolling in institutions of higher education is increasing. Many of these students will require additional services as well as modification of the traditional collegiate program in order to complete their education successfully. The purpose of this article is to describe the role special education faculty members can perform in assisting the college community in devising and delivering programs that facilitate the adjustment and performance of learning disabled students.
Factors Influencing Regular Classroom Teachers' Referral Practices
Authors: Riffle Christy Ann
Published: November 2009

The majority of students who receive special education services are referred by their regular classroom teachers. Consequently, those teachers have a significant impact on the selection of the student population receiving special services, and the act of referral has significant impact on the referred student (Tymitz, 1984). For these reasons, special educators need to examine the referral process and the referring agent in order to understand factors that may influence teacher referral practices. This investigation examined the demographic characteristics of regular classroom elementary teachers who referred students for special education ser vices and the background factors associated with their classrooms. Teacher-reported referral data were gathered by a questionnaire designed for this study. Results show that three teacher demographic factors (attendance at inservice training covering special education topics, ethnic background, and age), in addition to two classroom background factors (number of mainstreamed students and student age), increased and contributed significantly to the variance of the dependent measure, number of referrals made. Implications for teacher training are discussed.
Public School and University Staff Perceptions of the Role of the Resource Teacher
Authors: Dugoff Sandra K. , Ives Rita K. , Shotel Jay R.
Published: November 2009

This study examines the implementation of the elementary special education resource room program through an analysis of the resource room teacher's role behavior. A survey instrument was developed to measure the perceptions of staff members in 23 elementary schools as to the degree of emphasis placed on 18 role functions by the resource teacher. The study also examines 11 experts' conceptual view of the "ideal" resource room teacher. Significant differences were found between ratings by the resource room teacher and by (a) his or her classroom teachers, (b) his or her principal, and (c) the experts. Training implications focus on developing skills and strategies to enable resource room teachers to work more effectively within the regular classroom.
Teacher Ratings of Teaching Behaviors Derived from the Research Literature
Authors: Isaacson Stephen L. , Prehm Herbert J. , McCoy Kathleen
Published: November 2009

In spite of the rapidly increasing body of research within the past 20 years concerning the effects on pupil achievement of certain teaching skills, there is considerable skepticism regarding the impact of this research on classroom practice. This skepticism is frequently based on the assumption that teachers are unaware of and indifferent to the research literature. A questionnaire study was conducted among 141 elementary and junior high special education teachers to evaluate the degree of their agreement with the findings of research conducted primarily in regular classrooms. Results of the study showed special education teachers to be in agreement with classroom research on teaching skills. Teacher behaviors positively correlated with pupil achievement were rated significantly higher than behaviors negatively correlated with achievement. The predominant influence on teacher ratings was the district in which the teacher was employed. Possible explanations of this effect are discussed. Student grade level and type of class (resource, self-contained) also affected teacher ratings, but only as joint effects with district. There were several significant differences between groups of teachers on individual items. Teacher age or years of teaching experience did not affect ratings. Results of this study have several implications for the role of IHE's in preservice and inservice education.
Early Intervention
Authors: Tingey-Michaelis Carol
Published: November 2009

An analysis of the amount and type of training of primary intervention agents in early intervention programs was conducted as part of a review of literature on the efficacy of early intervention with disadvantaged, at-risk, and handicapped preschoolers. Results indicated that intervenors who were certified were significantly more effective than those who were not certified. However, what is meant by "certification" and other critical characteristics of the intervenors is many times unclear in the research literature. Suggestions are offered for the study of characteristics and training of intervenors that produce effective child gains.
Economic Realities of Special Education
Authors: Sattler Edward L. , Sattler Joan L.
Published: November 2009

A number of studies have produced conflicting information on shortages and surpluses in the special education teacher market. Some have attempted to explain the forces producing shortages and surpluses in various specializations within special education as well as within geographic areas. The purpose of this article is to review those studies of past and current market conditions in special education to identify some of the basic underlying economic reasons for those market conditions. The consequences of the market forces on the quality of education, both positive and negative, are examined.
Training Special Educators to be Consultants
Authors: Friend Marilyn
Published: November 2009

Teacher trainers are currently faced with the task of designing consultation programs for special education teachers. To make these programs contemporary, effective, and relevant for trainees, decisions about their design are best based upon careful examination of a broad range of factors. Three such factors are discussed: (a) characteristics of consultation, including existing consultation models applicable to special education situations; (b) practitioner needs for consultation information; and (c) specific consultation skills to include in the training sequence. Information related to each factor is presented in terms of possible alternatives for training program design, and trainers are urged to base consultation program development on a broad perspective of the consultation field.
A Follow-up Study of Resource/ Consulting Teachers
Authors: Idol-Maestas Lorna , Ritter Shirley
Published: November 2009

Twenty-seven graduates of the Resource/Consulting Teacher program at the University of Illinois were interviewed by telephone, with 24 of the graduates completing questionnaires as well. The major categories of information derived from the questionnaires and interviews included background description of graduates, evaluation of the consultation preparation graduates had received, and analysis of the implementation of teacher consultation in their current teaching positions. The majority reported they had felt at least fairly comfortable, with many feeling very comfortable, while training as consultants. Practicum experience and class discussions received the highest ratings as having helped the trainees learn to consult. All participants reported the preparation program to have been above average or superior. Since graduation, 59% reported consultation as one of their responsibilities, with just over half (53%) of these consulting more than 5% of the time. Most (80%) met resistance to consultation, but the graduates also reported positive attitude change toward consultation on the part of principals, class teachers, and other special educators. The graduates perceived themselves as possessing fairly high levels of competence in 34 skills expected to facilitate the resource/consulting teaching process.
The Three Phases of Behavioral Consultation
Authors: Cipani Ennio
Published: November 2009

This paper presents a "hands-on" behavioral model of consultation. The focus is on methods to assure the implementation of an intervention designed to meet specified consultation objectives. Three major phases are delineated, and tasks within each phase are specified. Methods and procedures to accomplish these activities are provided and potential pitfalls to implementation are described. Finally, implications for teacher education are provided.
Teacher Acceptance of Behavioral Principles
Authors: Rosenfield Sylvia
Published: November 2009

The question of why teachers tend not to use behavior modification in classrooms has aroused serious concern for behavioral consultants. This paper explores three reasons for low use. First, there are differences in the underlying assumptions concerning causality such that behavioral explanations may be seen to be in conflict with teachers' understanding of human conduct. Second, attributions in behavior modifications place responsibility for solutions to the problem on the teacher, though teachers are not generally held responsible or accountable for solutions to children's learning or behavior problems. Finally, problems in modifying the working knowledge of teachers are considered. The implications of these issues are discussed in terms of how consultants might increase the impact of behavioral interventions.
Instructional Behavior of Teachers when Teaching Different Learning Tasks
Authors: Dickinson Donald J. , Kopp Katherine H. , Lankford Gary P.
Published: November 2009

This study investigated whether special education teachers exhibit different instructional behaviors when teaching concepts, teaching facts, or having children practice what has been learned. The instructional behaviors of teachers were recorded while they taught reading, mathematics, written expression, and spelling. Teachers did not present uniform behaviors across subjects. When teaching concepts in all subject areas, they consistently exhibited the teaching behaviors suggested by the literature as appropriate. An exception to this was the failure to present positive and negative examples when teaching concepts. Teachers did display some uniform behaviors across learning tasks, attempting to motivate students and elicit responses, and using feedback and reinforcement. Implications for teacher evaluation procedures for merit pay, as well as for teacher education, are discussed.
Assessing Quality in Federal Grants that Support Special Education Teacher-Training Programs
Authors: Sutherland Doris J. , Castleberry Michael S.
Published: November 2009

The purposes of this study were to identify indicators of quality of teacher preparation programs that should be included in such programs, and to determine, on the basis of their inclusion in grant applications, whether programs funded by the Division of Personnel Preparation under the Training of Personnel for the Education of the Handicapped program (CFDA 84.029) were quality teacher-training programs.

A literature review revealed nomination of 468 generic indicators of quality in seven categories: extent of need for the training, process of participatory planning, plan of operation, content of the training program, plan for evaluating the program, key personnel, and resources available for use in the program. Those indicators (445 of the original 468) that a majority of a panel of 12 experts agreed should be retained were included in the Instrument for Self-Eualuation of Quality in Special Education Teacher-Training Programs. A second instrument was designed from the first, using four of the eight categories and including indicators that may be expected to be found in grant applications. This instrument was used to analyze a sample of 10% of the masters' level programs newly funded in fiscal year 1983 to determine what percentage of indicators of quality were addressed in the grant applications. This analysis showed that all of the grant applications reviewed contained at least 72% of the indicators of quality as measured by the instrument; 40 items were present in 75% of the grants examined. Some recommendations for improving quality in grant applications, as assessed by this instrument, are discussed.
A Survey of Training Programs for Teachers of Mildly Handicapped Adolescents
Authors: Bursuck William D. , Epstein Michael H.
Published: November 2009

A survey of 160 teacher education programs and state certification departments in all 50 states was conducted. The results show a continuing trend for states to establish separate certificates for elementary and secondary level special education teachers. The results also indicate that there are significant differences in collegeluniversity training programs in states that require separate secondary certificates. The implications of these findings for educational policy and teacher training are discussed.
Variables Related to Stress and Burnout in Special Education Teacher Trainees and First-Year Teachers
Authors: Fimian Michael J. , Blanton Linda P.
Published: November 2009

This article reports on role, stress, and burnout problems experienced by 379 special education teacher trainees and 36 first-year teachers. Cor-relational analyses were used to determine the degree to which these were related to personal, academic, and organizational variables. Regression analyses were employed to establish how and to what degree these variables, in combination, acted as significant predictors of trainee and inexperienced teacher stress and burnout. Finally, analysis of variance was used to identify significant differences between and among three levels of traineeship and one of teaching, with respect to role, stress, and burnout problems in special education classrooms. Results indicated that the majority of such problems were significantly interrelated, that not all of the background variables predicted significant stress and burnout levels, and that different levels of role, stress, and burnout problems were observed in respondents at various stages of professional development.
Training Needs of Educators and Support Personnel in Correctional Facilities
Authors: Paulson Daniel R. , Allen David A.
Published: November 2009

A survey of educators working in secure juvenile detention institutions was conducted to determine their inservice training needs. These educators were also questioned concerning their perceptions of the adequacy of preservice training for educators in secure juvenile institutions. There were 120 returned surveys that indicated strong inservice training needs in the areas of management of violent and aggressive behavior, affective education, counseling, and knowledge about behaviorally disordered youth. These educators also indicated dissatisfaction with the adequacy of their undergraduate programs and were strongly in favor of a special training program for teachers going into corrections education.
Research Requirements in Special Education Programs
Authors: Calder James E. , Justen Joseph E. , Waldrop Phillip B.
Published: November 2009

The purpose of this study was to identify the amount and type of research or statistical training required by teacher education programs in special education. Twenty percent of the special education teacher preparation programs throughout the country were randomly selected to participate in the study. Results of the study are presented, and the implications are examined.
Importance of SED Teacher Competencies to Residential, Local, and University Education Authorities
Authors: Cullinan Douglas , Epstein Michael H. , Schultz Robert M.
Published: November 2009

This study examined competencies for teaching seriously emotionally disturbed (SED) adolescents by soliciting expert judgments on the importance of 55 such competencies. Three kinds of personnel with expertise in educating SED adolescents—directors o f residential treatment centers, university teacher preparation directors, and local education agency supervisors of programs for the SED—were surveyed. Analyses showed substantial agreement among the three groups as well as some interesting discrepancies. Implications for further research on competencies and for improved practice are delineated.
The Special Educator's Role in Training Personnel to Provide Assistance to College Students with Learning Disabilities
Authors: Shaw Stan F. , Norlander Kay A.
Published: November 2009

As students with learning disabilities are currently the fastest growing segment of college students with disabilities, there is a significant need for trained personnel to develop, implement, and evaluate college programs for them. Many postsecondary institutions are presently in the process of developing such programs, creating the need for an increased number of people trained both to coordinate these programs and to provide direct services to the learning disabled student. This paper will describe the critical need for training efforts in this area and will stress the importance of input from special education faculty in meeting research, technical assistance, and personnel preparation needs.
Evaluation of Teacher Training
Authors: Lillie David , Lubker Bobbie , Rhodes Reed , Wyne Marvin
Published: November 2009

Evaluation of the effectiveness of a teacher training program to prepare professional personnel is a difficult task. To accomplish this task, the graduate teacher training program in special education at the University of North Carolina at Chapel Hill employed a three-level evaluation design. The three levels included documentation data related to the content of the MEd teacher training program; student satisfaction data for making judgments about the quality of the education and training provided; and performance data designed to assess teaching skills, professional knowledge, and abilities to develop professional products. A synthesis of data from these three levels is used to make informed decisions for improvements in the training program.
To Make Teacher Education Work
Authors: Tymitz-Wolf Barbara
Published: November 2009

To commemorate the 10th anniversary of the Education for All Handicapped Children Act, the following paper was delivered at the 1985 Annual Conference of the Teacher Education Division. The presentation frames the legacy of P.L. 94-142 and the demand for excellence in education within the context of the relationships between teacher educators and students in teacher education programs. The charge is put forth that if we as teacher educators desire to develop teachers who have the capacity to create and maintain humane learning environments, then we must in turn create such environments for them in our teacher education programs. If we wish our future teachers to respect the human spirit and nurture human potential in all its forms, then we must do the same for them.
Facilitating the Efficiency of On-Going Curriculum-Based Measurement
Authors: Wesson Caren , Fuchs Lynn , Tindal Erald , Mirkin Phyllis , Deno Stanley L.
Published: November 2009

This paper presents four studies that examine the time required to implement direct and frequent curriculum-based measurement (CBM) as well as strategies to improve the efficiency of CBM. Ten rural special education resource teachers were the subjects. The dependent data for all studies are the total amount of time required for CBM, including teacher preparation time, direction of students, and scoring and graphing. Teacher satisfaction with the various treatment conditions is also described. Study 1 compares the time required for CBM in initial training sessions and in subsequent classroom use. Studies 2 and 3 employ a single-subject design with the same baseline and treatment phases across 10 subjects. The independent variables are a specified order of administration of the CBM tasks (Study 2) and the establishment of a daily schedule of measurement (Study 3). Study 4 also employs a single case study methodology, reversal to baseline, but with teacher-selected independent variables including use of aides and machinery to administer CBM tasks, and group administration of the tasks. The independent variables proved to have varying effects on teacher efficiency. Implications for teaching practices are discussed.
Effective Teaching for Mainstreamed Students Is Effective Teaching for All Students
Authors: Larrivee Barbara
Published: November 2009

This article summarizes the results of a longitudinal study designed to identify teaching practices associated with desired outcomes for mildly handicapped students educated in regular classroom settings. The research represents an attempt to extend process/product research findings to the education of mainstreamed students by providing a research base for identifying the teaching competencies necessary for teaching mainstreamed students. The research design called for development of a comprehensive list of effective teaching behaviors derived from process/product research, selection of teachers effective with mainstreamed students, identification of common teaching practices of the effective teachers, and completion of a correlational study to determine the relationship between the effective teaching behaviors identified and various performance outcomes for mainstreamed students. A descriptive profile of the teacher effective with mainstreamed students is presented which is notably similar to that of the effective teacher in general.
Current Status of Special Education Substitute Teachers
Authors: Rose Terry L. , Beattie John R.
Published: November 2009

Practices and procedures in the use of substitute teachers in special education classes in American public schools are described. A substitute-teacher questionnaire was mailed to 401 randomly selected school systems in all 50 states and the District of Columbia. Results regarding employment practices, procedural practices, and demographic information are provided and discussed. Further research directions and instructional implications are also discussed.
Undergraduate Special Education Teacher Training Programs in Comprehensive and Noncomprehensive Schools: Phase 1
Authors: Hoover John J. , Rlasi Joyce , Gieger William , Ritter Shirley , Sileo Thomas W.
Published: November 2009

This article describes the results of a nationwide study designed to assess the emphasis placed upon selected training areas by undergraduate special education teacher preparation programs. Two groups of randomly selected schools comprised the study. Group / (noncomprehensive schools) included schools that grant an undergraduate degreelcertification in special education but do not grant a doctoral degree in special education. Group II (comprehensive schools) included schools that grant both an undergraduate degree/certification and a doctoral degree in special education. Schools were asked to indicate the emphasis their programs placed on 11 training areas. The training areas were adapted from the "common body of knowledge" research. Comparisons were made both between and within groups. Results suggest that comprehensive schools place a greater emphasis upon the training area of curriculum. In addition, differences were found in the degrees of emphasis placed on the training areas within programs by the two types of schools.
Using the Pause Procedure to Enhance Lecture Recall
Authors: Ruhl Kathy L. , Hughes Charles A. , Schloss Patrick J.
Published: November 2009

To determine the effect of a pausing procedure (three 2-minute pauses spaced at logical breaks during lecture presentations) on two dependent variables (free recall of facts and performance on objective tests), a separate 2 (class) x 2 (procedure) factorial analysis of variance was used. Seventy-two undergraduate students enrolled in either a course on educating the learning disabled or a course on educating the emotionally disturbed. Each semester, one class served as the control group and the second as the experimental group. Students in the experimental condition scored significantly higher on both dependent variables than did the control groups.