scholarly journals The Effects of Collaborative Teacher Portfolios Between Integrated Classroom Teachers and Special Education Teachers on Teaching Behaviors and Teacher Efficacy

2009 ◽  
Vol 11 (3) ◽  
pp. 319-339
Author(s):  
Joohye Kim ◽  
PARKEUNHYE
Keyword(s):  
Special Education ◽  
Teacher Efficacy ◽  
Special Education Teachers ◽  
Classroom Teachers ◽  
Teaching Behaviors ◽  
Teacher Portfolios ◽  
Integrated Classroom

Recommendations for Homework-Communication Problems

1995 ◽  
Vol 16 (4) ◽  
pp. 212-225 ◽  
Author(s):  
MADHAVI JAYANTHI ◽  
VALERIE SAWYER ◽  
JANET S. NELSON ◽  
WILLIAM D. BURSUCK ◽  
MICHAEL H. EPSTEIN
Keyword(s):  
Special Education ◽  
Focus Groups ◽  
Special Education Teachers ◽  
Future Research ◽  
Classroom Teachers ◽  
Research Needs ◽  
Mild Disabilities ◽  
Communication Problems ◽  
Home And School

The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teachers who taught students with mild disabilities in their classes. six focus groups were used to generate recommendations. many recommendations for solving homework-communication problems were identified by parents, classroom teachers, and special education teachers. five themes emerged from these recommendations: time and opportunity; knowledge; attitudes and abilities; bypass; and other. these results, as well as limitations of the study and future research needs. are discussed

The National Education Reports and Special Education: Implications for Teacher Preparation

1987 ◽  
Vol 53 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marleen Pugach
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Educational Reform ◽  
Special Education Teachers ◽  
Classroom Teachers ◽  
National Education ◽  
General Classroom ◽  
The Impact ◽  
Existing Structure

The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.

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