Developing Effective Special Education Reading Teachers: The Influence of Professional Development, Context, and Individual Qualities

Autor/inn/en	Dingle, Mary P.; Brownell, Mary T.; Leko, Melinda M.; Boardman, Alison Gould; Haager, Diane
Titel	Developing Effective Special Education Reading Teachers: The Influence of Professional Development, Context, and Individual Qualities
Quelle	In: Learning Disability Quarterly, 34 (2011) 1, S.87-103 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Special Education Teachers; Reading Teachers; Elementary School Teachers; Faculty Development; Case Studies; Pedagogical Content Knowledge; Teacher Motivation; Teacher Characteristics; Reading Instruction; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Leseunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study examined the impact of contextual and individual factors on the implementation of professional development (PD) content in the area of word study and fluency by three upper-elementary special education teachers. The PD effort included an initial PD institute, monthly cohort meetings, an online community forum, coaching, and opportunities for self-reflection. Interview data, observation field notes and ratings, meeting transcripts, and knowledge surveys were collected and analyzed. Using case study and cross-case analysis, three interrelated themes emerged that differentiated participating teachers' ability to effectively integrate the PD content into their classroom instruction: (a) content reading knowledge and pedagogical skills, (b) motivation to participate in the PD and to change instructional practice, and (c) individual teachers' willingness to enhance or modify the curriculum used in the classroom. Information related to these themes and their interrelationships is reported along with the implications for future research and practice in PD for special educators. (Contains 2 tables and 1 figure.) (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