News from CEC: High-Leverage Practices in Special Education

Titel	News from CEC: High-Leverage Practices in Special Education
Quelle	In: TEACHING Exceptional Children, 49 (2017) 5, S.355-360 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917713206
Schlagwörter	Special Education Teachers; Preservice Teachers; Best Practices; Teacher Effectiveness; Teacher Collaboration; Evaluation Methods; Social Development; Emotional Development; Behavior Modification; Educational Practices; Meetings; Parent Teacher Cooperation; Student Evaluation; Educational Environment; Feedback (Response); Functional Behavioral Assessment; Goal Orientation; Metacognition; Grouping (Instructional Purposes); Learner Engagement; Maintenance; Generalization + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerkooperation; Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Bildungspraxis; Meeting; Tagung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulnote; Studentische Bewertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Grouping; Gruppenbildung
Abstract	In fall 2014, the Council for Exceptional Children's (CEC) Board of Directors approved a proposal from the Professional Standards and Practice Committee (PSPC) to develop a set of high-leverage practices (HLPs) for special education teachers. The CEEDAR Center at the University of Florida, which is funded by the U.S. Department of Education's Office of Special Education programs, provided a sub-award to CEC to support the project. The members of the HLP Writing Team included representatives from the PSPC, CEC's Teacher Education Division, CEEDAR, the Council for Chief State School Officers, and CEC staff. The fundamental purpose of CEC's HLP project was to identify improved methods for supporting special education teacher candidates as they learn to use effective practices in their classroom. Although effective teacher practices had previously been identified, these mainly comprised undifferentiated, overall lists with brief descriptions of each practice. The HLPs identified by the Writing Team directly apply to the classroom practices of teachers in K-12 settings. The HLPs (see Table 1) are organized around four aspects of practice: collaboration, assessment, social-emotional-behavioral practices, and instruction. Practices in these areas are integrated and reciprocal. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01