The Empowerment Perceptions and Categorical Certification Preferences of Special Education Teachers PDF Download
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Author: Regina Patterson
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 584
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Book Description
Author: Regina Patterson
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 584
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Book Description
Author: Eduardo D. Sindaco
Publisher:
ISBN:
Category :
Languages : en
Pages : 290
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Book Description
The shortage of teachers, especially in specialized areas, such as special education, has prompted a shift in policy to expand the type of teacher preparation programs. Where once there existed only higher education preparation programs, today there are alternative routes to preparation and certification. The purpose of this study was to identify the perceptions and feelings of professional preparedness of alternatively certified special education teachers, as reflected in their initial years of practice. This study uses a mixed-methods research design and includes a survey and semi-structured interviews as the methodologies of choice. Findings from this study are: (1) novice traditionally certified teachers felt more thoroughly prepared to teach in the theoretical aspects of the profession (student learning pace, teaching to student multiple modalities, and student pedagogical knowledge) and making a direct positive impact on student learning and development; (2) novice alternatively certified novice teachers felt more prepared for the practical impact to student learning of the profession (multiple methods of assessment, instructional strategies, teaching a specialized curriculum, and using a core curriculum); and (3) overall, both sets of teachers felt that their initial program prepared them with the basic knowledge of the profession
Author: Eric Eugene Budd
Publisher:
ISBN:
Category :
Languages : en
Pages : 338
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Book Description
This research study explored and analyzed the perception and attitudes of first year White special education teachers' experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.
Author: Daniele Annette Eiland
Publisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 200
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Author: Eva Lucille Lefebvre Kenny
Publisher:
ISBN:
Category : Employee empowerment
Languages : en
Pages : 264
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Author: Dannette Taylor Estes
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 127
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Book Description
A primary goal of education is to increase student achievement. Many school districts are addressing increased student achievement by hiring and retaining effective teachers. Teacher effectiveness and student achievement are both influenced by teacher perception. Teachers with positive perceptions have been shown to contribute to increased student achievement and are perceived to be effective educators. Special education teachers hold both positive and negative perceptions about inclusion. In addition to varied perceptions of inclusion, teachers have taken different routes to obtain special education teacher certification. The purpose of this causal-comparative, quantitative study was to determine whether a statistically significant difference exists in inclusion perceptions between special education teachers who have earned their special education certification through a traditional certification program and those who have done so through an alternative certification program. A random sample of 112 special education teachers, obtained from a market research sample aggregator, participated in the study through an online anonymous survey. The Opinions Relative to the Integration of Students with Disabilities (Antonak & Larrivee, 1995) instrument measured participants' inclusion perceptions. Responses to the survey instrument were compiled and analyzed using an independent samples t-test to identify differences in inclusion perceptions between the two groups. The results of the study indicated that there is no significant difference in perceptions toward inclusion, as measured by the ORI scale, between special education teachers with traditional teacher certification and those with alternative teacher certification.
Author: Maria Antonieta L Ruiz
Publisher:
ISBN:
Category : Master's thesis
Languages : en
Pages : 102
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Author: Robin A. Smith
Publisher:
ISBN:
Category : Collection Attitudes
Languages : en
Pages : 80
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Author: Rosalie Dibert
Publisher:
ISBN:
Category : Exceptional children
Languages : en
Pages : 28
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Author: Kristin Cercone
Publisher:
ISBN:
Category : First year teachers
Languages : en
Pages : 98
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Book Description
This study was designed to examine novice special education teachers' perceptions on the effectiveness of pre-service training. The primary focus aimed to determine perceptions of novice special education teachers regarding the overall quality of pre-service special education certification programs, as well as the perceptions of novice special education teachers regarding the aspects of the special education training programs that could be improved in order to increase the overall quality of the certification experience. Six school districts in central and northeastern Pennsylvania participated in the study. Fourteen novice special educators began the online survey composed of demographic, Likert-scale, and open-ended questions, with twelve completing the study. Of the twelve who completed the study, five volunteered to participate in an interview. The study revealed that overall, novice special education teachers felt adequately prepared in the areas of teaching, assessment, professional credentials and employment, professional development, professional colleagues, para-educations, parents and families, and case management; however, there is still room for improvements to be made in pre-service training programs. Data collected from the open-ended and interview questions supported the perception that novice special education teachers felt they may need more training to handle special education paperwork, as well as to provide support in specific areas of special education which they did not feel sufficiently trained, such as life skills support, emotional support or hearing/vision support. Findings also suggested that teacher preparation programs could include more field experiences throughout the duration of the program in a variety of areas and settings.
