Literaturnachweis - Detailanzeige
| Autor/inn/en | Youngs, Peter; Hirsch, Shanna E.; Nagro, Sarah; Kennedy, Michael |
|---|---|
| Titel | Commonality and Variation in How Special Education Faculty Teach Classroom Management |
| Quelle | In: Teacher Education and Special Education, 46 (2023) 4, S.284-299 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Youngs, Peter) ORCID (Hirsch, Shanna E.) ORCID (Nagro, Sarah) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0888-4064 |
| DOI | 10.1177/08884064231170577 |
| Schlagwörter | Special Education; Teacher Educators; Classroom Techniques; Preservice Teachers; Knowledge Level; Skill Development; Elementary Secondary Education; Teaching Methods; Evaluation Methods; Educational Research; Evidence Based Practice |
| Abstract | Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants' course content and assessments. There is considerable variation, though, in participants' use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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