Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices

Autor/inn/en	Bishop, Anne G.; Brownell, Mary T.; Klingner, Janette K.; Leko, Melinda M.; Galman, Sally A. C.
Titel	Differences in Beginning Special Education Teachers: The Influence of Personal Attributes, Preparation, and School Environment on Classroom Reading Practices
Quelle	In: Learning Disability Quarterly, 33 (2010) 2, S.75-92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Special Education Teachers; Beginning Teachers; Reading Teachers; Elementary School Teachers; Teacher Effectiveness; Educational Practices; Teacher Attitudes; Individual Characteristics; Teacher Education; Work Environment; Colorado; Florida + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Elementary school; Grundschule; Volksschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerausbildung; Lehrerbildung; Arbeitsmilieu
Abstract	Little research exists to help us understand why some beginning special education teachers of reading engage in more effective classroom practices than others. Factors that may influence these differences include personal attributes, preparation, and school environment. This mixed-methods study examined beginning special education teachers (N = 25) who taught reading to elementary students. Teachers were identified as most accomplished, moderately accomplished, and least accomplished, as defined by an overall classroom practice score. Interviews, observational field notes, and survey data on preparation and work environment revealed that the most accomplished beginners were consistently reflective, resourceful, and relentless and used these attributes to improve instruction, whereas others varied in this regard. Furthermore, while adequately prepared in special education, beginners reported inadequate preparation in reading. The interplay of personal attributes, preparation, and school environment seems to be a powerful determinant of a teacher's level of accomplishment. (Contains 1 table.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10