Beginning Special Education Teachers' Classroom Reading Instruction: Practices that Engage Elementary Students with Learning Disabilities

Autor/inn/en	Seo, Seonjin; Brownell, Mary T.; Bishop, Anne G.; Dingle, Mary
Titel	Beginning Special Education Teachers' Classroom Reading Instruction: Practices that Engage Elementary Students with Learning Disabilities
Quelle	In: Exceptional Children, 75 (2008) 1, S.97-122 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Student Needs; Qualitative Research; Learning Disabilities; Data Analysis; Special Education Teachers; Beginning Teachers; Reading Instruction; Teaching Methods; Elementary School Students; Learner Engagement; Educational Quality; Teacher Effectiveness; Teacher Student Relationship; Classroom Environment; Personal Autonomy + Suchen Sie Ihr Suchwort? Qualitative Forschung; Learning handicap; Lernbehinderung; Auswertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Individuelle Autonomie
Abstract	Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and student autonomy. Although the most engaging and highly engaging teachers were relatively consistent in demonstrating these themes, most other teachers were not. This article discusses these findings in light of previous research on beginning teachers and makes suggestions for additional research. (Contains 3 tables.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10