Literaturnachweis - Detailanzeige
| Autor/inn/en | Solari, Emily J.; Hayes, Latisha; Demchak, Alisha; Wilburn, Katie E. |
|---|---|
| Titel | Aligning Special Education Teacher Training with Reading Science: Challenges and Recommendations |
| Quelle | In: Intervention in School and Clinic, 59 (2023) 1, S.48-58 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/10534512221130072 |
| Schlagwörter | Preservice Teachers; Special Education; Teacher Education; Reading Research; Evidence Based Practice; Reading Instruction; Barriers; Alignment (Education); Student Teaching; Methods Courses |
| Abstract | This article discusses developing special education teacher candidates who have a solid knowledge of scientifically aligned reading practices. Challenges in preservice teacher education are presented, including alignment of course work and clinical experiences to the robust evidence base in reading science. Key questions and resources are presented to guide teacher education in developing evidence-based reading methods courses and clinical experiences. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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