Danielson's Framework for Teaching: Convergence and Divergence with Conceptions of Effectiveness in Special Education

Autor/inn/en	Morris-Mathews, Hannah; Stark, Kristabel R.; Jones, Nathan D.; Brownell, Mary T.; Bell, Courtney A.
Titel	Danielson's Framework for Teaching: Convergence and Divergence with Conceptions of Effectiveness in Special Education
Quelle	In: Journal of Learning Disabilities, 54 (2021) 1, S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420941804
Schlagwörter	Special Education; Learning Disabilities; Teaching Models; Teacher Effectiveness; Students with Disabilities; Cognitive Processes; Difficulty Level; Educational Practices; Teacher Evaluation + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Lehrmodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Bildungspraxis; Teacher appraisal; Lehrerbeurteilung
Abstract	Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT's Instructional Domain (Domain 3) of Danielson's FFT. We frame our study using cognitive load theory and research regarding effective instruction for students with disabilities. We end by discussing implications regarding the evaluation and development of effective teaching for students with learning disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2024/1/01