Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities. Working Paper No. 253-0621

Autor/inn/en	Theobald, Roddy; Goldhaber, Dan; Holden, Kristian; Stein, Marcy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities. Working Paper No. 253-0621
Quelle	(2021), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Teacher Education Programs; Teaching Methods; Literacy Education; Alignment (Education); Reading Achievement; Students with Disabilities; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Evidence Based Practice; Decoding (Reading); Achievement Gains; Beginning Teachers; Cooperating Teachers; Teaching Experience; Placement; Student Teaching; Language Arts; Washington + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Dekodierung; Achievement gain; Leistungssteigerung; Junior teacher; Junglehrer; Co-operation; Cooperation; Kooperation; Betriebspraktikum; Praktikum; Teaching practice; Unterrichtspraxis; Sprachkultur
Abstract	We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8. These students tended to have larger reading gains when their district emphasized evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that emphasized balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01