The Role of Domain Expertise in Beginning Special Education Teacher Quality

Autor/inn/en	Brownell, Mary T.; Bishop, Anne G.; Gersten, Russell; Klinger, Janette K.; Penfield, Randall D.; Dimino, Joseph; Haager, Diane; Menon, Shailaja; Sindelar, Paul T.
Titel	The Role of Domain Expertise in Beginning Special Education Teacher Quality
Quelle	In: Exceptional Children, 75 (2009) 4, S.391-411 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Classroom Techniques; Teacher Effectiveness; Reading; Achievement Gains; Special Education Teachers; Beginning Teachers; Reading Instruction; Teacher Qualifications; Knowledge Base for Teaching; Educational Quality; Teaching Methods; Academic Achievement; Decoding (Reading); Reading Comprehension; At Risk Students; Elementary School Teachers; California; Colorado; Florida; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseprozess; Lesen; Achievement gain; Leistungssteigerung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Leseunterricht; Lehrqualifikation; Teaching theory; Theory of teaching; Unterrichtstheorie; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Dekodierung; Leseverstehen; Elementary school; Grundschule; Volksschule; Kalifornien
Abstract	This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom practices and student achievement gains on various reading measures. Findings revealed special education beginning teachers were somewhat knowledgeable about teaching reading, but this knowledge did not contribute a significant portion of variance to classroom practice. Practices in classroom management, decoding practices, and providing explicit, engaging instruction accounted for a significant portion of variance in student reading gains. Implications for further research and the preparation and induction of beginning teachers are provided. (Contains 8 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