Pub Date : 2020-04-26DOI: 10.1177/0888406420912373
Lance S. Neeper, S. Dymond
The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.
{"title":"Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty","authors":"Lance S. Neeper, S. Dymond","doi":"10.1177/0888406420912373","DOIUrl":"https://doi.org/10.1177/0888406420912373","url":null,"abstract":"The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"7 3","pages":"343 - 357"},"PeriodicalIF":2.9,"publicationDate":"2020-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420912373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41247199","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 : 2020-04-01Epub Date: 2019-10-25DOI: 10.1002/prot.25839
Samvel Avagyan, Daniel Vasilchuk, George I Makhatadze
Hydrostatic pressure has a vital role in the biological adaptation of the piezophiles, organisms that live under high hydrostatic pressure. However, the mechanisms by which piezophiles are able to adapt their proteins to high hydrostatic pressure is not well understood. One proposed hypothesis is that the volume changes of unfolding (ΔVTot ) for proteins from piezophiles is distinct from those of nonpiezophilic organisms. Since ΔVTot defines pressure dependence of stability, we performed a comprehensive computational analysis of this property for proteins from piezophilic and nonpiezophilic organisms. In addition, we experimentally measured the ΔVTot of acylphosphatases and thioredoxins belonging to piezophilic and nonpiezophilic organisms. Based on this analysis we concluded that there is no difference in ΔVTot for proteins from piezophilic and nonpiezophilic organisms. Finally, we put forward the hypothesis that increased concentrations of osmolytes can provide a systemic increase in pressure stability of proteins from piezophilic organisms and provide experimental thermodynamic evidence in support of this hypothesis.
{"title":"Protein adaptation to high hydrostatic pressure: Computational analysis of the structural proteome.","authors":"Samvel Avagyan, Daniel Vasilchuk, George I Makhatadze","doi":"10.1002/prot.25839","DOIUrl":"10.1002/prot.25839","url":null,"abstract":"<p><p>Hydrostatic pressure has a vital role in the biological adaptation of the piezophiles, organisms that live under high hydrostatic pressure. However, the mechanisms by which piezophiles are able to adapt their proteins to high hydrostatic pressure is not well understood. One proposed hypothesis is that the volume changes of unfolding (ΔV<sub>Tot</sub> ) for proteins from piezophiles is distinct from those of nonpiezophilic organisms. Since ΔV<sub>Tot</sub> defines pressure dependence of stability, we performed a comprehensive computational analysis of this property for proteins from piezophilic and nonpiezophilic organisms. In addition, we experimentally measured the ΔV<sub>Tot</sub> of acylphosphatases and thioredoxins belonging to piezophilic and nonpiezophilic organisms. Based on this analysis we concluded that there is no difference in ΔV<sub>Tot</sub> for proteins from piezophilic and nonpiezophilic organisms. Finally, we put forward the hypothesis that increased concentrations of osmolytes can provide a systemic increase in pressure stability of proteins from piezophilic organisms and provide experimental thermodynamic evidence in support of this hypothesis.</p>","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"9 1","pages":"584-592"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/prot.25839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87670739","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 : 2020-03-14DOI: 10.1177/0888406420912374
Jonté A. Myers, Kacey Gilbert, P. Sindelar
Persistent teacher shortages have led states to promulgate policies to support alternative pathways into teaching and hence supplement supply. Such alternatives may differ from traditional preparation in many ways, but each tends to tap non-traditional participants. Currently, the Individuals with Disabilities Education Act (IDEA) requires that special education teachers (SET) be fully certified and, if not, that they be enrolled in high-quality alternative preparation. The purpose of this study was to identify state policies supporting alternative route programs and to organize them into mutually exclusive conceptual models. We also determined whether and under what circumstances these models satisfy IDEA Part B assurances concerning SETs who are not fully certified. We identified 174 policies across 48 states and grouped them into eight models, two of which offer good potential for addressing the IDEA assurances. We discuss the implications of these findings for states and, with regard to design, alternative route providers.
{"title":"Does Alternative Route Preparation Meet the Requirements of IDEA Assurance 14? A Policy Analysis","authors":"Jonté A. Myers, Kacey Gilbert, P. Sindelar","doi":"10.1177/0888406420912374","DOIUrl":"https://doi.org/10.1177/0888406420912374","url":null,"abstract":"Persistent teacher shortages have led states to promulgate policies to support alternative pathways into teaching and hence supplement supply. Such alternatives may differ from traditional preparation in many ways, but each tends to tap non-traditional participants. Currently, the Individuals with Disabilities Education Act (IDEA) requires that special education teachers (SET) be fully certified and, if not, that they be enrolled in high-quality alternative preparation. The purpose of this study was to identify state policies supporting alternative route programs and to organize them into mutually exclusive conceptual models. We also determined whether and under what circumstances these models satisfy IDEA Part B assurances concerning SETs who are not fully certified. We identified 174 policies across 48 states and grouped them into eight models, two of which offer good potential for addressing the IDEA assurances. We discuss the implications of these findings for states and, with regard to design, alternative route providers.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"332 - 342"},"PeriodicalIF":2.9,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420912374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083734","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 : 2020-03-07DOI: 10.1177/0888406420906618
David J. Peyton, Kelly Acosta, A. Harvey, Daisy J. Pua, P. Sindelar, Loretta Mason-Williams, Jim Dewey, Tiffany L. Fisher, E. Crews
In this study, using Office of Special Education Programs (OSEP) personnel data from 2006 to 2014, we identified seven states with consistently low shortages of highly qualified special education teachers and seven states with persistently high shortages. We employed Guarino et al.’s framework to guide our assumptions and selection of demographic, supply, and demand variables and compared two groups in this descriptive analysis. We found significant differences across supply and demand variables. Low shortage states make greater investments in per pupil expenditures; have higher teacher salaries, generally; have greater preparation capacity; and produce more special education graduates. Taken together, our findings suggest that special education teaching is a relatively better job in low shortage states than in high shortage states. We situate the discussion of our findings within policy recommendations that states may use to address shortages. Limitations of our analysis are addressed, and implications for future research are proposed.
{"title":"Special Education Teacher Shortage: Differences Between High and Low Shortage States","authors":"David J. Peyton, Kelly Acosta, A. Harvey, Daisy J. Pua, P. Sindelar, Loretta Mason-Williams, Jim Dewey, Tiffany L. Fisher, E. Crews","doi":"10.1177/0888406420906618","DOIUrl":"https://doi.org/10.1177/0888406420906618","url":null,"abstract":"In this study, using Office of Special Education Programs (OSEP) personnel data from 2006 to 2014, we identified seven states with consistently low shortages of highly qualified special education teachers and seven states with persistently high shortages. We employed Guarino et al.’s framework to guide our assumptions and selection of demographic, supply, and demand variables and compared two groups in this descriptive analysis. We found significant differences across supply and demand variables. Low shortage states make greater investments in per pupil expenditures; have higher teacher salaries, generally; have greater preparation capacity; and produce more special education graduates. Taken together, our findings suggest that special education teaching is a relatively better job in low shortage states than in high shortage states. We situate the discussion of our findings within policy recommendations that states may use to address shortages. Limitations of our analysis are addressed, and implications for future research are proposed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"5 - 23"},"PeriodicalIF":2.9,"publicationDate":"2020-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420906618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44699944","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 : 2020-02-01DOI: 10.1177/0888406419882671
E. Kozleski, William A. Proffitt
In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawing on a number of social science and humanities disciplines to inform practice and ongoing inquiry in practice. Third, the critical shortage of research on the interaction between individual and collective educator identities and teacher learning must be addressed. The authors conclude with a call to regroup the preparation of all educators, including special educators, to become more explicit and present in discourse about ability, race, gender, sexuality, and other identity markers. Both discourse and curricula need to represent and educate our nation’s students about the rich tapestry of diversity that manifests in multiple forms of knowledge, social, political, and intellectual capital. The teacher workforce needs to be prepared and supported to do this work.
{"title":"A Journey Towards Equity and Diversity in the Educator Workforce","authors":"E. Kozleski, William A. Proffitt","doi":"10.1177/0888406419882671","DOIUrl":"https://doi.org/10.1177/0888406419882671","url":null,"abstract":"In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawing on a number of social science and humanities disciplines to inform practice and ongoing inquiry in practice. Third, the critical shortage of research on the interaction between individual and collective educator identities and teacher learning must be addressed. The authors conclude with a call to regroup the preparation of all educators, including special educators, to become more explicit and present in discourse about ability, race, gender, sexuality, and other identity markers. Both discourse and curricula need to represent and educate our nation’s students about the rich tapestry of diversity that manifests in multiple forms of knowledge, social, political, and intellectual capital. The teacher workforce needs to be prepared and supported to do this work.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"63 - 84"},"PeriodicalIF":2.9,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419882671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261640","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 : 2020-02-01DOI: 10.1177/0888406419883665
M. Pugach, L. Blanton, A. Mickelson, Mildred Boveda
Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as prologue to argue that the teacher education curriculum requires a community of educators constructing a balance between a shared equity agenda to support the preparation of all teachers for inclusion, and the simultaneous need to prepare experts who can effectively share and utilize expertise that addresses the specific learning needs of marginalized learners, including those with disabilities. Unless curriculum is addressed comprehensively, deep transformation will be difficult to achieve, and role clarity for prospective special education teachers is likely to remain unclear. Our aim is for readers to consider the complicating power of curriculum theory as essential framework for renegotiating the teacher education curriculum for inclusion.
{"title":"Curriculum Theory: The Missing Perspective in Teacher Education for Inclusion","authors":"M. Pugach, L. Blanton, A. Mickelson, Mildred Boveda","doi":"10.1177/0888406419883665","DOIUrl":"https://doi.org/10.1177/0888406419883665","url":null,"abstract":"Our intergenerational authorial team takes up a central—and unresolved—issue within teacher education for inclusion, namely, the role of curriculum in reconceptualizing pre-service programs. We specifically review literature and policy on how special education teacher educators have approached conceptions of curriculum, using this past as prologue to argue that the teacher education curriculum requires a community of educators constructing a balance between a shared equity agenda to support the preparation of all teachers for inclusion, and the simultaneous need to prepare experts who can effectively share and utilize expertise that addresses the specific learning needs of marginalized learners, including those with disabilities. Unless curriculum is addressed comprehensively, deep transformation will be difficult to achieve, and role clarity for prospective special education teachers is likely to remain unclear. Our aim is for readers to consider the complicating power of curriculum theory as essential framework for renegotiating the teacher education curriculum for inclusion.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"103 - 85"},"PeriodicalIF":2.9,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419883665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43169720","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 : 2020-02-01DOI: 10.1177/0888406419880351
Mary T. Brownell, Nathan D. Jones, Hyojong Sohn, Kristabel Stark
In the 2010 issue of Teacher Education and Special Education (TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.
在2010年出版的《教师教育与特殊教育》（Teacher Education and Special Education，TESE）中，Sindelar及其同事研究了特殊教育教师的研究现状，并概述了改善特殊教育教师队伍所需的未来工作。在本文中，作者明确关注Sindelar及其同事的收费，以提高教师教育研究的质量。他们首先对2010年至2019年发表在TESE上的所有文章进行了文献综述，研究了专注于推进教师教育理论、测量和实践的论文。他们将这项研究的模式与七本专门的教师教育期刊上发表的更广泛的教师教育文献进行了比较。最后，他们讨论了该领域未来的需求，并就我们如何通过全面的研究议程来满足这些需求提供了一些想法——该议程阐明了我们如何在普通教育和特殊教育的交叉点提高教学质量的愿景。
{"title":"Improving Teaching Quality for Students With Disabilities: Establishing a Warrant for Teacher Education Practice","authors":"Mary T. Brownell, Nathan D. Jones, Hyojong Sohn, Kristabel Stark","doi":"10.1177/0888406419880351","DOIUrl":"https://doi.org/10.1177/0888406419880351","url":null,"abstract":"In the 2010 issue of Teacher Education and Special Education (TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"28 - 44"},"PeriodicalIF":2.9,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419880351","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46757214","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 : 2020-02-01DOI: 10.1177/0888406419880352
Loretta Mason-Williams, Elizabeth F. Bettini, David J. Peyton, A. Harvey, M. Rosenberg, P. Sindelar
In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.
{"title":"Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities","authors":"Loretta Mason-Williams, Elizabeth F. Bettini, David J. Peyton, A. Harvey, M. Rosenberg, P. Sindelar","doi":"10.1177/0888406419880352","DOIUrl":"https://doi.org/10.1177/0888406419880352","url":null,"abstract":"In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"45 - 62"},"PeriodicalIF":2.9,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419880352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43116688","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 : 2020-01-22DOI: 10.1177/0888406419880353
Bonnie Billingsley, Elizabeth F. Bettini, H. Mathews, J. McLeskey
Special education teachers (SETs) are expected to use effective practices to improve outcomes for students with disabilities, yet even those who are well-prepared may not be effective in teaching these students, as problematic working conditions may limit their opportunities to teach effectively and their longevity in the profession. To complicate matters, the context of SETs’ work has changed, calling into question the nature of their roles in supporting student learning. The purpose of this article is to provide a broad overview of what is known about working conditions and to articulate how we might improve them. The authors identify key themes from the research literature about the relationship of SETs’ working conditions to their early experiences in schools and their burnout, attrition, and effectiveness. The authors then outline an action agenda focused on researching and leveraging the roles of varied stakeholders, teacher educators, educational leaders, and professional organizations to improve these conditions.
{"title":"Improving Working Conditions to Support Special Educators’ Effectiveness: A Call for Leadership","authors":"Bonnie Billingsley, Elizabeth F. Bettini, H. Mathews, J. McLeskey","doi":"10.1177/0888406419880353","DOIUrl":"https://doi.org/10.1177/0888406419880353","url":null,"abstract":"Special education teachers (SETs) are expected to use effective practices to improve outcomes for students with disabilities, yet even those who are well-prepared may not be effective in teaching these students, as problematic working conditions may limit their opportunities to teach effectively and their longevity in the profession. To complicate matters, the context of SETs’ work has changed, calling into question the nature of their roles in supporting student learning. The purpose of this article is to provide a broad overview of what is known about working conditions and to articulate how we might improve them. The authors identify key themes from the research literature about the relationship of SETs’ working conditions to their early experiences in schools and their burnout, attrition, and effectiveness. The authors then outline an action agenda focused on researching and leveraging the roles of varied stakeholders, teacher educators, educational leaders, and professional organizations to improve these conditions.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"27 - 7"},"PeriodicalIF":2.9,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419880353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49031137","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 : 2020-01-22DOI: 10.1177/0888406419900689
Melinda M. Leko, C. Griffin, T. Ulrich
In this Special Issue, we proudly showcase five articles that reflect on the past and look toward the future across a number of critical issues in teacher education and special education. This special issue also serves as our inaugural project as new Teacher Education and Special Education (TESE) editors. We invited “Sages” (i.e., well-respected, senior-level members) from the Teacher Education Division (TED) community to author articles that include historical perspectives and future considerations pertaining to a topic. We directed each Sage to create a writing team, inclusive of one or more early career scholars, with the intent to leverage multigenerational perspectives about several contemporary issues within the field of teacher education and special education. The topics we identified certainly do not represent an exhaustive account of the myriad of pressing issues, trends, and unanswered questions facing the field, as there are too many to include in one special issue; rather our aim was to put forth a collection of articles that, when taken together, represent broad fields of study that have been, and continue to be, critical to advancing the scholarship in teacher education and special education, and most importantly, improving outcomes for students with disabilities and their families. In particular, these topics have remained fundamental to scholarly and practical pursuits within teacher education and special education across time, despite shifts in social, political, and economic contexts. Given the Office of Special Education Programs’ vision for Results-Driven Accountability and shift from compliance to improving results for all students with disabilities, as well as the recent U.S. Supreme Court unanimous decision in Endrew F. vs. Douglas County School District, special education must do more to ensure that students with disabilities achieve beyond minimum expectations and meet challenging and worthwhile objectives. Important work has begun and holds promise for addressing these goals, such as the development of multitiered systems of support, high-leverage and evidence-based practices, and efforts to improve both general and special education teacher knowledge of and skill in using effective programs and practices for students with disabilities. The notion of early intervention and prevention in its broadest sense is relevant to these efforts suggesting not only the importance of identifying difficulties and intervening early in a child’s life, but also the benefits of prevention across the lifespan as students with disabilities encounter barriers during childhood, adolescence, and into adulthood. Yet, declining enrollment in traditional teacher preparation programs, rising teacher attrition and PK-12 student enrollment, and an aging teacher workforce have contributed to the widely reported teacher shortages across the United States. We also acknowledge the critical need to address the lack of diversity within the predominantly W
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