Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Evelyn S. |
|---|---|
| Titel | Increasing Rural Special Education Teacher Candidates' Ability to Implement Evidence-Based Practices: A Program Description of the Boise State University TATERS Program |
| Quelle | In: Rural Special Education Quarterly, 34 (2015) 1, S.5-9 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051503400103 |
| Schlagwörter | Rural Schools; Special Education; Special Education Teachers; Evidence Based Practice; Program Descriptions; Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Teaching Skills; Mentors; Feedback (Response); Evaluation Methods; Online Courses; Program Implementation; Outcomes of Education; Program Effectiveness; Capacity Building; College School Cooperation; Idaho (Boise) Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Online course; Online-Kurs; Lernleistung; Schulerfolg |
| Abstract | The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher candidates in rural areas, (c) ground special education teachers in the use of evidence-based practices to improve the instructional services that students with disabilities in Idaho receive, and (d) develop a mechanism to evaluate and provide feedback on teacher candidates' implementation of evidence-based practices. This article describes the application of a special education teacher evaluation system to a teacher preparation program designed to improve special education teachers' ability to implement evidence-based practices for students with disabilities in rural areas. Key program components are described and future directions for continuous improvement are highlighted. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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