Literaturnachweis - Detailanzeige
| Autor/inn/en | Boardman, Alison Gould; Arguelles, Maria Elena; Vaughn, Sharon; Hughes, Marie Tejero; Klingner, Janette |
|---|---|
| Titel | Special Education Teachers' Views of Research-Based Practices |
| Quelle | In: Journal of Special Education, 39 (2005) 3, S.168-180 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| Schlagwörter | Teaching Methods; Special Needs Students; Special Education Teachers; Focus Groups; Educational Research; Behavior Disorders; Learning Disabilities; Teacher Attitudes; Professional Development |
| Abstract | Focus groups with teachers of students with learning disabilities (n=30) and teachers of students with emotional/behavior disorders (n=19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practices were introduced within target teachers' schools and their reaction to the appropriateness of these practices for students with special needs. Findings revealed that most teachers were not pressed to use practices supported by their school or district. Furthermore, the notion of "research-based" was not important as a criterion for selection. Teachers sought instructional practices that were feasible, were appropriate for their students, were accompanied by all necessary materials and professional development support, and could be individualized for multilevel classrooms. (Author). |
| Anmerkungen | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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