A Study of Novice Special Educators' Views of Evidence-Based Practices

Autor/in	Jones, Melissa L.
Titel	A Study of Novice Special Educators' Views of Evidence-Based Practices
Quelle	In: Teacher Education and Special Education, 32 (2009) 2, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406409333777
Schlagwörter	Federal Legislation; Disabilities; Special Education Teachers; Beginning Teachers; Evaluation Methods; Interviews; Observation; Preservice Teacher Education; Case Studies; Teacher Attitudes; Barriers; Data Collection + Suchen Sie Ihr Suchwort? Bundesrecht; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Lehrerverhalten; Data capture; Datensammlung
Abstract	With the implementation of the No Child Left Behind Act (2001), the Council for Exceptional Children's Content Standards for Beginning Special Education Teachers (2002), and the reauthorization of the Individuals with Disabilities Education Improvement Act (2004), the research to practice gap in special education has garnered increased attention. The author utilizes collective case studies to explore this phenomenon through the eyes of 10 novice special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. The use of interviews, observations, and self-report measures resulted in findings that indicate low rates of implementation and a lack of alignment between the beginning teachers' words and actions. The author identifies barriers and facilitating factors, discusses implications for preservice preparation, and presents recommendations for further research. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 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	2017/4/10