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1.
James R. Ewers 《Quest (Human Kinetics)》2013,65(2):237-250
Data show that 46% of all teachers in public schools will leave the profession within their first 5 years of teaching (Ingersoll, 2003). These data refer to teachers from all disciplines including physical education. To address these problems school districts have developed teacher induction programs that show promising results. Our literature search revealed a range of teacher induction studies based on the general population of teachers, but limited information exists specific to physical education teacher induction programs. Therefore, the purpose of this article is to examine major issues surrounding teacher shortages and retention, to illustrate how school districts have addressed these problems through teacher induction programs, and to determine implications for the field of physical education. In addition, recommendations are provided for bridging physical education teaching licensure programs with teacher induction. 相似文献
2.
Patricia H. Phelps 《Teaching Education》2013,24(2):147-150
The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities. 相似文献
3.
Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices. 相似文献
4.
In considering the great responsibility placed upon teachers to involve themselves in child abuse prevention, education, and detection, the National Committee for Prevention of Child Abuse (NCPCA) conducted a nationwide survey of teachers from 40 school districts in 29 randomly selected counties. The survey explores teachers knowledge, attitudes, and beliefs about child abuse and its prevention. Five hundred and sixty-eight teachers responded, revealing that while the majority of teachers confront child abuse among their students, they are provided insufficient education on how to address it. Other findings are reported with respect to teachers' reporting behavior, potential barriers to reporting, child assault prevention programs, and corporal punishment in schools. 相似文献
5.
Despite the multiple roles of school counselors related to special education, a national survey of counselor education programs indicated that most programs encourage, but do not require, training to work with exceptional students. 相似文献
6.
Morgan Chitiyo Elizabeth M. Hughes Darlington M. Changara George Chitiyo Kristen M. Montgomery 《International Journal of Inclusive Education》2017,21(1):48-62
Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development. 相似文献
7.
Eunhee Paik William C. Healey 《International Journal of Disability, Development & Education》1999,46(2):253-259
A national survey of 53 early childhood special education teachers in Korea was conducted to investigate their knowledge and perceptions regarding various aspects of kindergarten and preschool programs for children with disabilities. Results from the study indicated that (a) children in the age range of 3 to 7 years were the group most frequently served by early childhood special education in Korea, (b) teachers reported infrequent assessment and scarcity of curriculum resources, (c) most teachers reported using a self- or school-developed curriculum, and (d) confusion exists regarding the concept and use of the Individualised Education Program (IEP). Because of a somewhat lower than expected teacher response rate further study is needed to determine if the results of this study are representative of programs nationally. Also, evaluative steps should be taken to ensure that curricula are appropriate for the various ages and types of learners. Likewise, research is needed to identify those factors that facilitate inclusion of children with disabilities in their schools and communities with peers as early childhood special education programs expand. 相似文献
8.
对我国公立学校教师法律地位的思考 总被引：2，自引：0，他引：2
SHEN Su-ping 《高等教育研究》2008,(9)
公立学校教师法律地位的关键点在于教师是公务员还是劳动者。我国的相关法律规定和国外及台湾地区的立法或改革情况显示,公立学校教师不属于狭义的劳动者,而是具有专门职业特性的公职人员,其权利义务和管理应主要受到教师法的专门规范。 相似文献
9.
Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and
achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is
a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from
one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with
students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience
a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive
feedback was reported by all students in special education as well as males in general and honors education programs, while
Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes
and feelings about teachers, the educational system, and learning. 相似文献
10.
Christa van Kraayenoord 《International Journal of Disability, Development & Education》2003,50(4):363-365
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers. 相似文献
11.
Communicating with parents of children with special needs in Saudi Arabia: parents' and teachers' perceptions of using email for regular and ongoing communication 
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下载免费PDF全文 The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural performance at school of pupils with special needs. Survey research was utilised to measure parents' and teachers' perceptions of using email in Riyadh City in Saudi Arabia. The survey was distributed to 261 participants: 104 parents of preschool or primary school pupils with special needs and 157 special education teachers. The results indicated that in terms of attitudes and beliefs about using email, the majority of parents (78%, n = 81) and teachers (77%, n = 121) had a positive attitude toward using email to increase involvement and engagement between parents and teachers. Although email communication in the USA and Western Europe is quite widespread, the prospect of using technology for parental involvement is a new concept to many Saudi parents. Results indicate that both Saudi and non‐Saudi parents and teachers would be willing to use email as the primary tool for communication between home and school. 相似文献
12.
Collaboration as a cornerstone of effective school inclusion is an idea that has high theoretical currency among many scholars in the areas of special education and educational leadership. The challenge for educational practitioners is to find ways to implement high-quality special education programs collaboratively amid the public call for school efficiency and accountability. Accordingly, the primary purpose of the qualitative research project reported in this article was to examine inherent challenges in the implementation of school inclusion programs in ten public schools in North Louisiana over a three-year period. Data collection methods included participatory observation, semi-structured interviews with nine teachers and three principals in four schools, two focus groups, and a document search. The findings revealed the critical and challenging role of the principal for establishing collaborative cultures for successful school inclusion. Additionally, special education teachers and general education teachers experienced intrapersonal and interpersonal value conflicts in the pursuit of educational equity amidst a climate of school accountability. 相似文献
13.
在职培训模式研究是当前特教教师专业化成长领域中研究的热点。本研究通过问卷调查及教师访谈,对湖北省70所特校教师培训现状、问题与策略进行了研究,结果表明,特教教师在职培可供选择有6种模式,即＂以学校为中心＂反思式校本培训、＂以龙头校引领片区校＂合作研究、特教专家巡回指导、特教高校集中培训、远程培训、职前培养与在职教育一体化。加大每一种模式的应用实践效果的研究是下一步研究工作的方向。 相似文献
14.
Marilyn K. Morey 《科学教学研究杂志》1990,27(4):387-398
What is the status of science education in Illinois public elementary schools? A research survey of elementary teachers was conducted in 1987 to help answer this question. Among the areas of science teaching assessed were types of instructional programs utilized, preparation for science teaching, science in-service, obstacles to science teaching, and administrative and community support for science education. Results were compared with those gathered in a similar survey conducted ten years earlier and with other state and national surveys. Findings indicate that science instruction at the elementary level remains dependent on textbooks in spite of research that indicates the efficacy of hands-on science. Teachers are frustrated by lack of time, equipment, facilities and the low priority science has in their school districts. Many of the teachers fall short of meeting the minimum standards for science teacher preparation as suggested by the National Science Teachers Association. In spite of recent reform efforts, it is clear that science instruction has not yet become a priority. This report discusses the implications of these findings and makes suggestions for future studies. 相似文献
15.
Annemarie Roeper 《Roeper Review》2013,35(4):246-247
This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n = 388) demonstrated that few school districts (n = 75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities. 相似文献
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17.
The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive. 相似文献
18.
《Teaching and Teacher Education》2006,22(7):838-847
This article describes a process developed to increase the use of evidence-based instructional strategies by teachers of students in special education programs in a middle school and high school. The project developed a working partnership between university researchers and parents, teachers and administrators of students in special education programs. The partnership produced manuals for the teachers that outlined effective strategies for teaching reading, encouraging family involvement, providing academic feedback, and engaging in positive behavior support in the classroom. The results of assessing implementation fidelity, implications of the study, and future research issues are presented. 相似文献
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20.
《Teaching and Teacher Education》1994,10(3):291-302
Primary school teachers were surveyed to determine their sense of efficacy about implementing nongraded primary school programs. The survey assessed attitudes and beliefs of teachers (N = 133) representing 18 school systems undergoing state mandated educational reforms. The survey focused on three areas: (1) educational background and teaching experience; (2) attitudes toward nongraded primary school reforms; and (3) perceived self-efficacy ratings on 21 specific program attributes of the proposed nongraded primary. The influence of experience on attitudes and self-efficacy was also explored. Implications are discussed for preventively addressing teacher needs through teacher education and continuing education programs based on a self-efficacy enhancement model. Suggestions for future research are offered. 相似文献