Dimensions of Teacher Quality in General and Special Education

Brownell, Mary T.; Steinbrecher, Trisha D.; Kimerling, Jenna; Park, Yujeong; Bae, Jungah; Benedict, Amber

doi:10.4324/9780203817032.ch25

Cited by 11 publications

(19 citation statements)

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“…Internal resources. Teachers' internal resourcesknowledge and skills-may support them to manage job demands (Boe, Shin, & Cook, 2007;Brownell et al, 2014;Ronfeldt, Schwartz, & Jacob, 2014). Measuring teachers' knowledge has proven challenging (Brownell et al, 2014), but qualifications (i.e., experience, certification) often serve as proxies for knowledge (Billingsley & Bettini, 2017).…”

Section: Resourcesmentioning

confidence: 99%

“…Teachers' internal resourcesknowledge and skills-may support them to manage job demands (Boe, Shin, & Cook, 2007;Brownell et al, 2014;Ronfeldt, Schwartz, & Jacob, 2014). Measuring teachers' knowledge has proven challenging (Brownell et al, 2014), but qualifications (i.e., experience, certification) often serve as proxies for knowledge (Billingsley & Bettini, 2017). Scholars have found experience is resource that supports teachers to provide effective instruction (e.g., Henry, Bastian, & Fortner, 2011;Ladd & Sorenson, 2014) and, until they reach retirement, to continue teaching (e.g., Boyd et al, 2011;Connelly & Graham, 2009).…”

Section: Resourcesmentioning

confidence: 99%

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Predicting Special and General Educators’ Intent to Continue Teaching Using Conservation of Resources Theory

Bettini

Gilmour

Williams

et al. 2019

Exceptional Children

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Retaining teachers is an important priority for school leaders, especially in special education, a field with chronic shortages. We analyzed a nationally representative survey using conservation of resources theory to examine how job demands and resources interacted with one another and with teachers’ assignments (i.e., as special and general educators) to predict intentions to continue teaching. We found that teachers were more inclined to stay in their schools when they experienced stronger school administrative and collegial support, had more access to instructional materials, and were more experienced. Teachers indicated weaker intent to stay when they experienced more problems with students, spent more time working, were less experienced, and served in higher-poverty schools. School administrative support moderated relationships between intent and (a) school poverty and (b) experience. We found no differences between special and general educators’ intent to stay, though we did find differences in the conditions predicting special versus general educators’ intent.

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Section: Resourcesmentioning

confidence: 99%

Section: Resourcesmentioning

confidence: 99%

Predicting Special and General Educators’ Intent to Continue Teaching Using Conservation of Resources Theory

Bettini

Gilmour

Williams

et al. 2019

Exceptional Children

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“…Promoting a more seamless transition from preservice to inservice preparation will also require collaboration among state education agencies, preparation providers, and local education agencies. Coherent practice-based learning opportunities across settings will be essential to supporting and extending what SET graduates have learned about high-leverage practices and high leverage content in induction and PD (Brownell et al, 2014). To develop such a seamless system of teacher learning opportunities, induction and mentoring programs will need to be focused on improving instruction within MTSS frameworks, with equal or less attention on providing emotional support.…”

Section: Coordinate Within and Across Levels Of Preparationmentioning

confidence: 99%

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

Leko

Brownell

Sindelar

et al. 2015

Exceptional Children

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121

133

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The authors consider the future of special education personnel preparation by responding to an overarching question: What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future? In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance.

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“…SETs have daunting responsibilities for teaching the most vulnerable population of students effectively. Every day, they are charged with carefully assessing SWDs’ learning needs, designing interventions that integrate complex information about evidence-based practices and students’ individual learning needs, assessing the impact of those interventions, collaborating with other educators to promote students’ success in the general education curriculum, and facilitating students’ meaningful inclusion in the school community (Benedict, Brownell, Park, Bettini, & Lauterbach, 2014;Brownell, Lauterbach, et al, 2014;Brownell et al, 2010; Brownell, Steinbrecher et al, 2014; McCray, Butler, & Bettini, 2014). Yet, as a research community, we have failed to systematically investigate the conditions under which SETs are best able to fulfill these responsibilities.…”

Section: Resultsmentioning

confidence: 99%

Relationships Between Working Conditions and Special Educators’ Instruction

et al. 2016

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Students with disabilities (SWDs) depend upon special education teachers (SETs) to provide effective instruction. SETs, in turn, depend upon school leaders to provide conditions necessary to learn and engage in effective instructional practices for students with the most significant learning needs. A promising body of research indicates that working conditions such as administrative support and school culture influence general educators’ effectiveness and their students’ achievement. This literature review examines research investigating relationships between SETs’ working conditions and instructional quality and SWDs’ academic achievement, to provide insights into how working conditions might be leveraged to improve SETs’ instruction and SWDs’ achievement.

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Dimensions of Teacher Quality in General and Special Education

Cited by 11 publications

References 0 publications

Predicting Special and General Educators’ Intent to Continue Teaching Using Conservation of Resources Theory

Predicting Special and General Educators’ Intent to Continue Teaching Using Conservation of Resources Theory

Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

Relationships Between Working Conditions and Special Educators’ Instruction

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