A Knowledge Base for Beginning Special Education Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/in	Wesley, Scott
Institution	Educational Testing Service, Princeton, NJ.
Titel	A Knowledge Base for Beginning Special Education Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1993), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Beginning Teachers; College Faculty; Elementary Secondary Education; Higher Education; Job Analysis; Job Skills; Knowledge Base for Teaching; Licensing Examinations (Professions); Special Education; Special Education Teachers; Teacher Certification; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsanalyse; Produktive Fertigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	A job analysis was conducted to define the content domain in which newly licensed (certified) special education teachers must be knowledgeable to perform their jobs in a competent manner. The results of the job analysis will be used to develop test specifications for the Subject Assessment in Special Education of the Praxis Series: Professional Assessments for Beginning Teachers. A draft domain of knowledge statements was developed by Educational Testing Service staff with input from subject matter experts. The draft domain was reviewed by a panel of 11 subject matter experts and an advisory committee of 9 special education experts. An inventory with 189 knowledge statements in 11 categories was then subjected to verification through a national survey of 612 special education teachers, 306 college faculty, and 102 administrators. Participants rated the statements in terms of their importance for newly licensed special education teachers. Only 8 statements received lower than the 2.50 importance rating cutoff. The 181 statements that were verified as important can be used as the basis for the development of test specifications. Six appendixes provide supplemental information, including the survey and a lengthy table of importance ratings. Six tables illustrate study findings. (Contains 16 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC