The DOI matches its Crossref record; 52 of the 52 references it cites were found in a registry or an index.
Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model
Abstract
The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classroom practice.
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Citations
Cites
School Teacher: A Sociological Study.
Corwin, R. G., & Lortie, D. C. (1976) · Social Forces · doi:10.2307/2576192 · Cited by 6,372
Content Knowledge for Teaching: What Makes It Special?
Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008) · Journal of Teacher Education · doi:10.1177/0022487108324554 · Cited by 5,388
Langenberg, D. N. (2000) · Cited by 4,305
Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy
SHANAHAN, T., & SHANAHAN, C. (2008) · Harvard Educational Review · doi:10.17763/haer.78.1.v62444321p602101 · Cited by 1,562
Introduction to response to intervention: What, why, and how valid is it?
FUCHS, D., & FUCHS, L. S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.1.4 · Cited by 1,341
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Dunn, L. M. (1968) · Exceptional Children · doi:10.1177/001440296803500101 · Cited by 1,306
Teacher characteristics and student achievement gains: A review
Wayne, A. J., & Youngs, P. (2003) · Review of Educational Research · doi:10.3102/00346543073001089 · Cited by 1,282
School-Teacher: A Sociological Study.
Geer, B., & Lortie, D. C. (1976) · Contemporary Sociology · doi:10.2307/2062962 · Cited by 1,273
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996 · cited 1×
“Several recent studies in both special and general education (Brownell et al., 2007; Hill et al., 2008) demonstrate linkages between the specialized domain knowledge needed for teaching and teachers’ classroom practice in mathematics and reading.”
BackgroundHandbook of Research on Reading Comprehension
(2014) · Routledge eBooks · doi:10.4324/9781315759609 · Cited by 794
Metadata
- Authors
- Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2010-04
- Volume
- 76
- Issue
- 3
- Pages
- 357-377
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W2101642105
- Cited by
- 425
- References
- 52
- FWCI
- 46.86
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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