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Full-Text Articles in Education
Teacher's Self-Efficacy For Data Driven Decision Making, Bettie Fisher Perry
Teacher's Self-Efficacy For Data Driven Decision Making, Bettie Fisher Perry
Teaching & Learning Theses & Dissertations
The present study used a sequential mixed method design to compare special education and general education elementary teachers’ self-efficacy for data-driven decision making. Participants were 127 teachers from several school divisions in a mid-Atlantic state in the United States. Dunn et al.’s (2013a) The Data-Driven Decision Making Efficacy and Anxiety Inventory (3D-MEA) was used for this study along with Tschannen-Moran and Hoy’s (2001) The Teachers’ Sense of Efficacy Scale (TSES), specifically the subscale on the efficacy of instructional strategies. According to the quantitative findings, there was a statistically significant difference between special education and general education teachers’ efficacy for …
The Benefits And Challenges Of Rural Special Education Teachers: Improving Teacher Retention In Rural Districts, Olga Karadimou
The Benefits And Challenges Of Rural Special Education Teachers: Improving Teacher Retention In Rural Districts, Olga Karadimou
College of Education & Professional Studies (Darden) Posters
Per the U.S. Census Bureau (n.d.), a rural area is “any population, housing, or territory NOT in an urban area.” Specifically, a rural area is defined as the area of 5 to 25 miles from an urban area (Geverdt, 2015). Nationally, rural school districts represent nearly 20% of the student population in the United States, but limited attention is given to the unique needs of these areas by national policymakers (Johnson et al., 2018). Rural schools face multifaceted challenges that often impede educational opportunities and post-school outcomes of students, including those who receive special education services (Erickson et al., 2012; …
A Mixed Methods Study Of Special Education Teachers' Knowledge Of Reading Instruction And Perceptions Concerning Their Preparation To Teach Reading, Cynthia Darden Blakeslee
A Mixed Methods Study Of Special Education Teachers' Knowledge Of Reading Instruction And Perceptions Concerning Their Preparation To Teach Reading, Cynthia Darden Blakeslee
Teaching & Learning Theses & Dissertations
Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No Child Left Behind legislation of 2001 and the 2004 Individuals with Disabilities Education Improvement Act. This study examined the preparation for reading instruction that prospective special education teachers received during their teacher preparation and their beliefs concerning their preparation. Reading instruction preparation was examined in the context of the knowledge and skills associated with reading instruction acquired in two required university reading courses. Using a mixed methods sequential explanatory design-participant-selection model (Creswell & Plano Clark, 2010) …
A Preliminary Study: Do Alternative Certification Route Programs Develop The Necessary Skills And Knowledge In Assistive Technology?, Sherry Mee Bell, David F. Cihak, Sharon Judge
A Preliminary Study: Do Alternative Certification Route Programs Develop The Necessary Skills And Knowledge In Assistive Technology?, Sherry Mee Bell, David F. Cihak, Sharon Judge
Communication Disorders & Special Education Faculty Publications
A large number of special education teachers in the United States are prepared in alternative certification programs and insufficient empirical information exists regarding their knowledge of assistive technology. The purpose of this study was to conduct a preliminary investigation of alternatively licensed special education teachers' knowledge, experience, and confidence with assistive technology. One-hundred twenty-three special education teachers who were enrolled in an alternative license program were surveyed. The data indicated a significant positive relation between teachers' knowledge/usage and their confidence with assistive technology (r = .74; p < .01). In addition, the extent to which the teachers' perceived barriers to integrating assistive technology in the classroom were moderated by their level of confidence. The results are presented in the context of building special education teachers' knowledge and skills as well as affective issues regarding assistive technology.
Perceptual Differences In Quality Standards Among Teachers And Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders, Maria L. Manning, Lyndal M. Bullock, Robert A. Gable
Perceptual Differences In Quality Standards Among Teachers And Related Service Personnel Who Work With Students With Emotional/Behavioral Disorders, Maria L. Manning, Lyndal M. Bullock, Robert A. Gable
Communication Disorders & Special Education Faculty Publications
Current legislation requires school personnel to identify indicators of quality instruction for all students—including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers and related service personnel within the classroom. Given present emphasis on inclusive education and, in light of a succession of reform initiatives it is time to reexamine perceived differences in level of relative importance attached to knowledge and skills statements based on standards established by the Council for Exceptional Children between teachers and related …