Education Commons^™

Special Educators Speak Out On Co-Teaching Knowledge And Skills, Cynthia Shamberger, Kendra Williamson-Henriques, Noran Moffett, Yolanda Brownlee-Williams

Journal of Research Initiatives

This study explored practices and attitudes of special educators from various states around the country regarding what they consider to be the most important elements for effective co-teaching. Results indicated that co-planning, communication skills, and shared instruction were the most critical factors in effective co-teaching. Professional development was found to be the most common way that participants gained co-teaching knowledge and skill. Future implications for research suggest that teacher preparation programs and districts use e-learning to support pre-service and in-service programs and initiatives related to co-teaching.

Future implications for research suggest that teacher preparation programs and districts use e-learning to …

In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper

Journal of Undergraduate Research at Minnesota State University, Mankato

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and …

U. S. Mainland-Born And Non-Mainland-Born Children Referred For Special Education, Miriam Eisenstein Ebworth, Jay Gottlieb, Barbara Gottlieb, Marjorie Goldstein, Justin B. Bennett

Journal of Multilingual Education Research

In this study, we compared the referrals for special education evaluation of U.S. mainland-born children with those of mostly Latino non-mainland-born children in two school systems in the Northeastern United States. The investigation focused on whether there was a significant difference between referrals for special education from each group, based on either language or behavior. According to the literature, nonnatives are both overrepresented and underrepresented in special education, with reasons for referral including problematic use of language and inappropriate behavior. The researchers found that referrals for behavior in our sample were more frequent among natives compared with nonnatives, while referral …

A School System And University Approach To Reducing The Research To Practice Gap In Teacher Education: A Collaborative Special Education Immersion Project, Christine R. Grima-Farrell, Jan Long, Robyn Bentley-Williams, Cath Laws

Australian Journal of Teacher Education

This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective.

By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and …