Special Education Teachers’ Perceptions on Teacher Evaluation for Professional Development and Its’ Impacts on Teaching Expertise and Job Satisfaction

2016 ◽  
Vol 17 (4) ◽  
pp. 157-177
Author(s):  
Sun-Yeol Son ◽  
Yu-Sung Heo
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Special Education ◽  
Teacher Evaluation ◽  
Special Education Teachers ◽  
Teaching Expertise ◽  
Teachers Perceptions

Implementing Project SIED

2016 ◽  
Vol 32 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Matthew M. Schmidt ◽  
Meng-Fen Grace Lin ◽  
Seungoh Paek ◽  
Ashley MacSuga-Gage ◽  
Nicholas A. Gage
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Special Education ◽  
Mobile Devices ◽  
Special Education Teachers ◽  
Decision Making Process ◽  
Traditional Technology ◽  
Comfort Levels ◽  
Mobile Software ◽  
Future Plans

The worldwide explosion in popularity of mobile devices has created a dramatic increase in mobile software (apps) that are quick and easy to find and install, cheap, disposable, and usually single purpose. Hence, teachers need an equally streamlined and simplified decision-making process to help them identify educational apps—an approach that differs from traditional technology decision-making approaches that are cumbersome and require significant time, resources, and effort. Project Software Identification and Evaluation for Decision-Making (SIED) attempts to fill this gap. In this article, we describe Project SIED, how we designed a series of professional development workshops for in-service special education teachers based on Project SIED, and the evaluation outcomes of the workshops. Results suggest that workshops were successful from in-service special education teachers’ self-reported confidence and comfort levels. Limitations and future plans are discussed.

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

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