What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

Autor/inn/en	McLeskey, James; Billingsley, Bonnie; Brownell, Mary T.; Maheady, Lawrence; Lewis, Timothy J.
Titel	What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?
Quelle	In: Remedial and Special Education, 40 (2019) 6, S.331-337 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518773477
Schlagwörter	Students with Disabilities; Educational Practices; Teaching Methods; Teacher Education Programs; Special Education Teachers; Educational Change; Faculty Development; Elementary Secondary Education; Teacher Collaboration; Student Evaluation; Social Development; Emotional Development; Behavior Modification; Teacher Responsibility; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lehrerkooperation; Schulnote; Studentische Bewertung; Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Lehrverpflichtung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education. (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