This study investigated the use of a virtual learning environment, TeachLivE, using pre-post group design to examine the effects of repeated virtual rehearsal sessions. Based upon past findings on the effectiveness of four 10-minutes sessions, the research team used refined methods to examine the effects of these sessions on 102 secondary science teachers. Teachers who took part in the simulated activities significantly increased their targeted behaviors compared to colleagues who had not taken part in the simulation activities. These results of behavior changes that occurred in the simulation were found to transfer back to the real classroom settings for the experimental group (simulation use). Results from this study further validates the impact of simulation in teacher education, showing professional learning in virtual-reality simulated classrooms can positively impact targeted teaching practices in a concentrated amount of time.

Special educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with teacher retention. A phenomenological research design was employed to identify factors leading participants to persevere where others have not. A representative sample was included of multiple teachers in classrooms of varying grade levels and school districts across central Florida as part of a funded project by the Office of Special Education Services and the U.S. Department of Education. Findings include that teachers of students with ASD who are involved in extracurricular activities may show a lowered burnout rate.

The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of short video clips, which can be viewed at the novice teachers' convenience; thus making the professional development more user-friendly and less time consuming for the busy, novice special educator. Three secondary teachers were instructed through video modelling led by a mentor teacher. The researcher used a single-subject, range changing criterion design to show the relationship between the use of mentor video instruction and the implementation of visual supports in participants' classrooms. The results of this pilot study revealed teachers improved their use of visual supports in their classrooms.