New Evidence on Special Education Teacher Preparation. Research Brief. CALDER Policy Brief No. 31-0322

Autor/in	Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	New Evidence on Special Education Teacher Preparation. Research Brief. CALDER Policy Brief No. 31-0322
Quelle	(2022), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Teacher Education Programs; Students with Disabilities; Teacher Competencies; Teacher Certification; Literacy Education; Reading Skills; Program Content; Outcomes of Education; Teacher Persistence; Teacher Supply and Demand; Student Teaching; Student Placement; Cooperating Teachers; Washington + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Reading skill; Lesefertigkeit; Programmgestaltung; Lernleistung; Schulerfolg; Lehrerbedarf; Teaching practice; Unterrichtspraxis; Schülerpraktikum; Co-operation; Cooperation; Kooperation
Abstract	Two recent CALDER studies published in "Exceptional Children" provide new evidence about special education teacher preparation and its implications for students with disabilities. The first study (Theobald et al., 2021) shows that special educators who received dual endorsements in special education and another subject had lower rates of workforce entry and retention in special education classrooms. The second study (Theobald et al., 2022) demonstrates that students with disabilities experienced greater reading gains when their district and their special education teacher's preparation program both used/emphasized evidence-based literacy practices. Together, these papers suggest caution around state-level policies that seek to use dual licensure to address special education teacher shortages, but also suggest potential promise around better aligning special educator literacy preparation and practice as a policy lever for improving reading outcomes for students with disabilities. Future research could study specific policy interventions to design dual-license programs, address special educator shortages, and better align special educator preparation and practice. [For "Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities," see ED618761. For "The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention," see EJ1320421.] (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