Pub Date : 2019-03-15DOI: 10.1177/0888406419836147
Hailey R. Love, E. Horn, Z. An
Making data-based decisions is a pervasive expectation for educators and is linked to improved outcomes for students. Observational data collection for progress monitoring, in particular, can help educators track and support students’ progress toward individualized educational goals in inclusive settings. Yet, many educators struggle with data collection. In this study, the authors use a multiple baseline across participants’ single-case design to investigate the effectiveness of a data collection intervention on early childhood preservice educators’ data collection quality. Preservice educators received data collection templates, instruction, and individualized feedback to improve their ability to collect observational data and use it to inform practice. Preservice educators’ participation in the instructional program improved the quality of their data collection; however, continued feedback was necessary for some skills to improve. Implications for preparing early educators to collect and use observational progress monitoring data are discussed.
{"title":"Teaching Observational Data Collection to Early Childhood Preservice Educators","authors":"Hailey R. Love, E. Horn, Z. An","doi":"10.1177/0888406419836147","DOIUrl":"https://doi.org/10.1177/0888406419836147","url":null,"abstract":"Making data-based decisions is a pervasive expectation for educators and is linked to improved outcomes for students. Observational data collection for progress monitoring, in particular, can help educators track and support students’ progress toward individualized educational goals in inclusive settings. Yet, many educators struggle with data collection. In this study, the authors use a multiple baseline across participants’ single-case design to investigate the effectiveness of a data collection intervention on early childhood preservice educators’ data collection quality. Preservice educators received data collection templates, instruction, and individualized feedback to improve their ability to collect observational data and use it to inform practice. Preservice educators’ participation in the instructional program improved the quality of their data collection; however, continued feedback was necessary for some skills to improve. Implications for preparing early educators to collect and use observational progress monitoring data are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"297 - 319"},"PeriodicalIF":2.9,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419836147","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44391645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406417739677
T. Mueller, Anna Noel Moriarity Vick
There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.
{"title":"An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration","authors":"T. Mueller, Anna Noel Moriarity Vick","doi":"10.1177/0888406417739677","DOIUrl":"https://doi.org/10.1177/0888406417739677","url":null,"abstract":"There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"67 - 81"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417739677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48597245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406417735877
K. Klopfer, K. Scott, J. Jenkins, J. Ducharme
Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions (d = 0.69), negative reactions (d = 1.05), and their use of proactive strategies (d = 1.43 and 1.59), inadequate strategies (d = 0.73), and reactive strategies (d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.
{"title":"Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial","authors":"K. Klopfer, K. Scott, J. Jenkins, J. Ducharme","doi":"10.1177/0888406417735877","DOIUrl":"https://doi.org/10.1177/0888406417735877","url":null,"abstract":"Childhood emotional and behavioral problems are prevalent in elementary classroom settings, making it imperative that high-quality, efficacious training be available to support teachers in managing disruptive and distressed child behaviors. Our study used a randomized control design to examine the impact of 36 hours of preservice education targeted at improving the attitudes of teachers toward children with emotional and behavioral difficulties, and developing their skills in using proactive and preventative strategies to address anticipated behavioral challenges. Eighty-two preservice teachers were randomly assigned to an elective course on management of emotional and behavioral problems (50 teachers) or to an alternate elective of their choice (32 teachers). Results highlight the positive influence of targeted preservice instruction; specifically, there were medium to large posttest effect size differences between preservice teachers who received this elective as compared with those who did not on measures of teachers’ use of psychological pressure (e.g., teacher disappointment and shaming; d = 0.76), their positive emotions (d = 0.69), negative reactions (d = 1.05), and their use of proactive strategies (d = 1.43 and 1.59), inadequate strategies (d = 0.73), and reactive strategies (d = 1.01) in response to challenging child behaviors in simulated classrooms. No significant intervention-related differences were noted in preservice teacher self-efficacy, endorsement of rules and control, warmth and support, or negative beliefs. Overall, results provide promising evidence that preservice training can effectively affect the immediate attitudes and skills of teachers for supporting children with emotional and behavioral problems in a regular classroom context.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"49 - 66"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417735877","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406417754239
M. Yell, D. Bateman
The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court’s decisions in Board of Education v. Rowley and Endrew F. v. Douglas and how these decisions have affected the definition of FAPE. They next address the procedural, substantive, and implementation errors school district personnel often make when developing students’ special education programs. They offer suggestions on how faculty members can prepare their preservice teachers to understand and avoid these errors and develop educationally meaningful and legally correct special education programs that confer a FAPE.
{"title":"Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation","authors":"M. Yell, D. Bateman","doi":"10.1177/0888406417754239","DOIUrl":"https://doi.org/10.1177/0888406417754239","url":null,"abstract":"The purpose of this article is to examine the free appropriate public education (FAPE) requirements of the Individuals With Disabilities Education Act (IDEA). The authors first briefly examine the definition of FAPE in the IDEA. Second, they delve into the U.S. Supreme Court’s decisions in Board of Education v. Rowley and Endrew F. v. Douglas and how these decisions have affected the definition of FAPE. They next address the procedural, substantive, and implementation errors school district personnel often make when developing students’ special education programs. They offer suggestions on how faculty members can prepare their preservice teachers to understand and avoid these errors and develop educationally meaningful and legally correct special education programs that confer a FAPE.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"17 - 6"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417754239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406418767254
Barbara Fink Chorzempa, Michael D. Smith, Jane M. Sileo
Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.
{"title":"Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions","authors":"Barbara Fink Chorzempa, Michael D. Smith, Jane M. Sileo","doi":"10.1177/0888406418767254","DOIUrl":"https://doi.org/10.1177/0888406418767254","url":null,"abstract":"Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"82 - 92"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406418767254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45356437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406418824829
C. Griffin, Melinda M. Leko
{"title":"Editor’s Introduction","authors":"C. Griffin, Melinda M. Leko","doi":"10.1177/0888406418824829","DOIUrl":"https://doi.org/10.1177/0888406418824829","url":null,"abstract":"","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"5 - 5"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406418824829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48404757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406417735876
Kristin L. Sayeski, Bethany Hamilton-Jones, Grace Cutler, Gentry A. Earle, Lauren Husney
A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond (OTRs). Using an experimental, pretest–posttest design, 48 teacher candidates in an introductory special education course (i.e., nonpracticum course) were randomly assigned to a distributed practice with feedback (experimental) condition or a massed practice with no feedback (business-as-usual) condition. Candidates in the experimental condition outperformed candidates in the business-as-usual condition on a measure of knowledge and a performance measure on the accuracy of specific OTR technique delivery. There were, however, no differences between the groups in terms of rate of OTR delivery. Implications for teacher preparation are discussed.
{"title":"The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise","authors":"Kristin L. Sayeski, Bethany Hamilton-Jones, Grace Cutler, Gentry A. Earle, Lauren Husney","doi":"10.1177/0888406417735876","DOIUrl":"https://doi.org/10.1177/0888406417735876","url":null,"abstract":"A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond (OTRs). Using an experimental, pretest–posttest design, 48 teacher candidates in an introductory special education course (i.e., nonpracticum course) were randomly assigned to a distributed practice with feedback (experimental) condition or a massed practice with no feedback (business-as-usual) condition. Candidates in the experimental condition outperformed candidates in the business-as-usual condition on a measure of knowledge and a performance measure on the accuracy of specific OTR technique delivery. There were, however, no differences between the groups in terms of rate of OTR delivery. Implications for teacher preparation are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"18 - 35"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417735876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48687149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.1177/0888406417736571
Rachel Anne Schles, R. Robertson
Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.
{"title":"The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature","authors":"Rachel Anne Schles, R. Robertson","doi":"10.1177/0888406417736571","DOIUrl":"https://doi.org/10.1177/0888406417736571","url":null,"abstract":"Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"42 1","pages":"36 - 48"},"PeriodicalIF":2.9,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417736571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48814022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1177/0888406417727041
Sara Werner Juarez, Cammy J. Purper
In the past decade and a half, measurable outcomes of teacher performance and student achievement have moved to the forefront of education policy. Researchers have identified a gap in special education teacher preparation research and have called for the re-envisioning of current educational models, emphasizing a focus on effective methods in special education teacher preparation. Prior studies and literature reviews have demonstrated a need for experimental research on effective methods that move preservice teachers (PSTs) from knowledge to application. In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring PSTs’ outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
{"title":"Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation","authors":"Sara Werner Juarez, Cammy J. Purper","doi":"10.1177/0888406417727041","DOIUrl":"https://doi.org/10.1177/0888406417727041","url":null,"abstract":"In the past decade and a half, measurable outcomes of teacher performance and student achievement have moved to the forefront of education policy. Researchers have identified a gap in special education teacher preparation research and have called for the re-envisioning of current educational models, emphasizing a focus on effective methods in special education teacher preparation. Prior studies and literature reviews have demonstrated a need for experimental research on effective methods that move preservice teachers (PSTs) from knowledge to application. In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring PSTs’ outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"41 1","pages":"292 - 307"},"PeriodicalIF":2.9,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417727041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1177/0888406417725797
Jessica L. Hagaman, Kathryn J. Casey
In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
{"title":"Teacher Attrition in Special Education: Perspectives From the Field","authors":"Jessica L. Hagaman, Kathryn J. Casey","doi":"10.1177/0888406417725797","DOIUrl":"https://doi.org/10.1177/0888406417725797","url":null,"abstract":"In the field of special education, attrition plays a major role in a persistent teacher shortage problem. Over the past few decades, researchers in general education and special education have investigated the various reasons why new teachers leave the field and ways in which they can be better supported to stay in their positions. Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. For example, previous research has heavily relied on survey research to understand teacher attrition, but these methods may limit some of the important information related to the complexity of why a teacher might leave the field or their job within the first few years. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"41 1","pages":"277 - 291"},"PeriodicalIF":2.9,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406417725797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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