Predicting Grades of Special Education Majors

1978 ◽  
Vol 42 (1) ◽  
pp. 290-290
Author(s):  
Yoram Hartogson ◽  
Joseph Trainer ◽  
Norman M. Chansky
Keyword(s):  
Special Education ◽  
Education Majors ◽  
Special Education Majors

Assessment and Attempted Modification of Future Teachers' Attitudes toward Handicapped Children

1977 ◽  
Vol 44 (2) ◽  
pp. 540-542 ◽  
Author(s):  
Thomas S. Parish ◽  
Gerald M. Eads ◽  
Nancy H. Reece ◽  
Mary A. Piscitello
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Education Majors ◽  
Future Teachers ◽  
Mentally Handicapped ◽  
Negative Attitudes ◽  
Introductory Course ◽  
Teachers Attitudes ◽  
Physically Handicapped ◽  
Special Education Majors

In a study designed to determine whether future teachers have negative attitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significantly more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of “mainstreaming” children who have been categorized as either learning disabled or educable mentally handicapped.

Mathematics for Special Education Teacher Trainees

1978 ◽  
Vol 25 (4) ◽  
pp. 56-57
Author(s):  
Ellen J. Hofeldt ◽  
Larry L. Hofeldt
Keyword(s):  
College Students ◽  
Special Education ◽  
Elementary Teacher ◽  
Special Education Teacher ◽  
Education Majors ◽  
Education Teacher ◽  
University Mathematics ◽  
Teacher Trainees ◽  
Teacher Trainee ◽  
Special Education Majors

College students and university mathematics professors frequently ask, “Do special education majors need detailed training in mathematics?” This article will assert and delineate the necessity of an all-encompassing background for special education teacher trainees. The special education teacher trainee certainly needs no less thorough training in any area than a regular elementary teacher trainee.

The Comparative Effectiveness of Two Forms of Feedback: Web-Based Model Comparison and Instructor Delivered Corrective Feedback

2002 ◽  
Vol 27 (3) ◽  
pp. 213-228 ◽  
Author(s):  
Paul Riccomini
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Comparative Effectiveness ◽  
Model Comparison ◽  
Corrective Feedback ◽  
Education Majors ◽  
Web Page ◽  
Web Based ◽  
Treatment Groups ◽  
Analysis Task

In this study, the comparative effectiveness of two forms of feedback (instructor delivered corrective feedback and a Web-based model comparison feedback) was examined on two complex tasks. Forty-six university students enrolled in an introductory special education course designed for non-special education majors were randomly assigned to two treatment groups. Both groups completed a behavior-analysis and an instructional-analysis task after viewing vignettes on streamed video from the course Web page. The first group-received instructor delivered corrective feedback (CF) on the behavior-analysis task and then received Web-based model comparison feedback (MCF) on the instructional-analysis task. The second group-received MCF on the behavior-analysis task and then received CF on the instructional-analysis task. Students' performance was significantly better on the criterion task when they received instructor delivered corrective feedback.

scholarly journals The Mediating Role of Professional Commitment in Self-efficacy and Learning Burnout of Special Education Majors — Take China's Southwestern Part as an Example

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Yue Liu
Keyword(s):  
Special Education ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Education Majors ◽  
Inappropriate Behavior ◽  
Academic Quality ◽  
Southwestern Part ◽  
Mediating Role

Through the questionnaire for the professional commitment, self-efficacy, academic burnout of the southwestern part, and explore the relationship between the three and its intrinsic mechanisms, in order to reduce learning burnout of normal students in special education, improve their Academic quality provides effective recommendations. The results showed that self-efficacy positively affected the low sense of achievement in learning burnout, negatively affected the inappropriate behavior, and had no significant effect on the depression. Among them, self-efficacy positively affects professional commitment, and then significantly negatively affects low sense of achievement in learning burnout. Professional commitment has a complete mediating effect between self-efficacy and low sense of achievement, while professional commitment has no mediating effect between self-efficacy, low mood and inappropriate behavior.

scholarly journals The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

2019 ◽  
Vol 7 (2) ◽  
pp. 168-185 ◽  
Author(s):  
Sandra H Robbins ◽  
Kristen A Gilbert ◽  
Frances L Chumney ◽  
Katherine B Green
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Students With Disabilities ◽  
Observational Learning ◽  
Professional Communication ◽  
Education Majors ◽  
Class Session ◽  
Pedagogical Tool ◽  
Collaboration Skills ◽  
Planning Session

The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills, and also whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively impacted performance.

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