A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers

Autor/inn/en	Drame, Elizabeth R.; Pugach, Marleen C.
Titel	A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers
Quelle	In: Teacher Education and Special Education, 33 (2010) 1, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406409356402
Schlagwörter	Teacher Effectiveness; Federal Legislation; State Standards; Special Education Teachers; Secondary School Teachers; Surveys; Educational Finance; Pedagogical Content Knowledge; Teacher Education; Educational Policy + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bundesrecht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Bildungsfonds; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik
Abstract	In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. They conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist, including funding for support teachers, a lack of clear federal guidance, and difficulties with holding districts accountable for teacher quality provisions. In addition, the results reveal a decided preference for course-based evidence of teachers' content knowledge over other types of evidence. In closing, the authors discuss implications of federal policy for states, districts, and special education teacher preparation in light of the findings. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10