First Year Teachers' Perceptions of Pre-service Training Concerning Special Education
Author : Sandy Beddingfield
Publisher :
Page : pages
File Size : 20,51 MB
Release : 2002
Category :
ISBN :
Author : Sandy Beddingfield
Publisher :
Page : pages
File Size : 20,51 MB
Release : 2002
Category :
ISBN :
Author : Thomas E. Scruggs
Publisher : Emerald Group Publishing
Page : 343 pages
File Size : 15,42 MB
Release : 2008-05-19
Category : Education
ISBN : 1849505276
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.
Author :
Publisher :
Page : pages
File Size : 36,64 MB
Release : 2004
Category : Special education
ISBN :
Author : Woon Chia Liu
Publisher : Routledge
Page : 173 pages
File Size : 18,78 MB
Release : 2019-12-18
Category : Education
ISBN : 135117326X
Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author : John M. Hartman
Publisher :
Page : 145 pages
File Size : 21,67 MB
Release : 2003
Category : Special education
ISBN :
In the Fall of 1998 a unique Professional Development School (PDS) Partnership was established between a local School District and University, whereby, pre-service and classroom teachers focused on the utilization of best academic practices to meet the needs of special education students in inclusive settings. This study examined the perceptions of pre-service and classroom teachers regarding the influence of their participation in a PDS partnership on their knowledge and implementation of best academic practices when working with students with disabilities. The results indicated that the participants (a) had a solid knowledge based related to best practices, (b) highlighted Cooperative Learning, Differentiated Instruction, Collaboration, and Proactive/Positive Behavior Management as the most effective practices (c) felt that the exposure of pre-service teachers, trained in best practices, to classroom teachers, had a positive impact on instruction, and (d) felt that interpersonal skills were strengthened as a result of the PDS.
Author : Debra Crosby Pullen
Publisher :
Page : 138 pages
File Size : 30,4 MB
Release : 2005
Category : Early childhood special education
ISBN :
Author : Erica D. McCray
Publisher : Routledge
Page : 728 pages
File Size : 12,36 MB
Release : 2014-03-05
Category : Education
ISBN : 1136726322
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Author : L. M. Mehlig
Publisher :
Page : 80 pages
File Size : 34,77 MB
Release : 1999
Category : Children with disabilities
ISBN : 9780205305704
Author : David L. Westling
Publisher : Prentice Hall
Page : 0 pages
File Size : 34,12 MB
Release : 2009
Category : Children with disabilities
ISBN : 9780132414449
This updated edition of Teaching Students with Severe Disabilities, is written in a way that makes the most complex findings of research understandable and usable in the real educational world. Drawing on their own experiences, the authors bring a level of currency and reality to the book that is unparalleled. This book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns.
Author :
Publisher :
Page : 94 pages
File Size : 23,47 MB
Release : 2004
Category : Teachers
ISBN :
The Teacher Follow-up Survey (TFS) is a one-year follow-up of a sample of approximately 8,400 teachers who were originally selected for the teacher component in the Schools and Staffing Survey (SASS). This report examines the characteristics of teachers who left the teaching profession between the 1999-2000 and 2000-01 school years (leavers), teachers who continued teaching but changed schools (movers), and teachers who continued teaching in the same school in 2000-01 (stayers).