How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap?

McLeskey, James; Billingsley, Bonnie S.

doi:10.1177/0741932507312010

Cited by 133 publications

(123 citation statements)

References 53 publications

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“…This research yielded important information pertaining to what middle school general education teachers, based on their preparation, training, and support, were able to do while facing high standards of accountability from outside agencies and school administration (Darling-Hammond;McLeskey & Billingsley, 2008;Smith & Tyler, 2011).…”

Section: Discussionmentioning

confidence: 99%

Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive attitudes about having students with disabilities in their general education classrooms. Each teacher developed and implemented numerous instructional practices which have implications for the effective inclusion of students with disabilities in general education classrooms.

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Section: Discussionmentioning

confidence: 99%

Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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“…Since implementation of such models is a complex process that is often fraught with unanticipated events, conflicts and resolutions (Aarons & Palinkas, 2007), several concerns should be taken into account to improve the probability that conditions are adequate to implement these practices (McLeskey & Billingsley, 2008).…”

Section: Introductionmentioning

confidence: 99%

Implementing evidence-supported methods in residential care and special education: A process-model

Soenen

D’Oosterlinck

Broekaert

2014

Children and Youth Services Review

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This article presents the findings of a qualitative study in a Flemish centre for children and adolescents with emotional and behavioural disorders. The change with regard to the demand for care of this highly troubled population has created a need for intervention models that address students' socio-emotional needs. When preparing an organization to implement such intervention models, it is critical to obtain a thorough needs assessment or pre-implementation evaluation of staff in the organization. Fifty interviews with different staff members were performed, guided by three research questions: (1) How do staff perceive the children and youth cared for, including the behaviour, needs and demands of these youths?; (2) How do staff try to translate this demand for care into treatment, and what obstacles could possibly stand in the way?; and (3) What are, according to staff, critical issues to take into account when implementing EBP, both on the individual level and on the level of the organization? Using a grounded theory approach, the analysis resulted in a pre-implementation model. In the following article, this model will be discussed and illustrated with quotes of staff themselves. Figure Click here to download high resolution image We examine how staff how staff reflect on youth's behavior and demand for care  We examine how staff translate this into treatment  We examine critical issues with regard to implementation of evidence based practice  Using a grounded approach, the analysis resulted in a pre-implementation model  Core elements are history, cooperation, target group and preconditions Please find enclosed a manuscript entitled: " Implementing evidence-supported methods in residential care and special education: a process-model " which I am re-submitting for exclusive consideration of publication as an article in Children and Youth Services Review.The study described in this manuscript shows interesting results with regard to how staff in care facilities perceive youth cared for, how they translate this into treatment, and what they mention as critical issues to take into account when implementing Evidence Based Practices. As such this paper should be of interest to a broad readership. I would like to thank the reviewers for their helpful and valuable feedback. Based is this feedback, following revisions were made to the original manuscript: -The appendix was deleted; information about interviewee characteristics is described in the text. Further, next to each quote in the 'results' part, extra information is given about the interviewee. E.g. Interview 46; male supervisor (suggestion of reviewer # 1) -As suggested by both the Editor-in-Chief and reviewer # 4, she manuscripts has been edited by a professional translator 'Dutch-English' -Based on the comments of reviewer #1, the title of the manuscript is revised.-Reviewer #1 asked whether the findings different for residential than for school? Or is this model applicable to both? Is that explicitly stated in this manuscript?In the 'concl...

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“…Since most schools employ only a few special education teachers at best and perhaps as many as half of those are either novices in their first few years of teaching or out-offield aspiring special educators (e.g., Boe & Cook, 2006), it can be very difficult to find enough quality field sites to meet every student's needs (Epanchin & Colucci, 2002;Jenkins et al, 2002). Moreover, research on teacher attrition in special education has consistently shown that the number of teaching vacancies that occur each year far outstrips the number of newly qualified graduates prepared to occupy those positions and that many of those who leave their classrooms each year are seasoned veterans (McLeskey & Billingsley, 2008).…”

Section: The Challenges To Community Building Field Experience and Prmentioning

confidence: 99%

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

Hardman

2015

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This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today's modern 21 st Century academically diverse, inclusive learning communities.

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How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap?

Cited by 133 publications

References 53 publications

Case Study Research: Examining Middle School General Education Teachers

Case Study Research: Examining Middle School General Education Teachers

Implementing evidence-supported methods in residential care and special education: A process-model

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

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