scholarly journals Psychological Security Among University Students: Highlighting Pre-Service Teachers of Children with Disabilities and Pre-School Children

2020 ◽  
Vol 11 (6) ◽  
pp. 41
Author(s):  
Eman Al-Zboon ◽  
Ibrahim Jumia'an
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
School Children ◽  
Religious Commitment ◽  
Early Childhood Teachers ◽  
Future Research ◽  
Policy Makers ◽  
Education Services ◽  
Mean Differences ◽  
Descriptive Method

A survey of psychological security among pre-service teachers is significant for policy-makers in health and education services sectors to certify skilled teachers to work with children. So, the purpose of the current study was to investigate the level of psychological security of Jordanian pre-service special education and early childhood teachers. A descriptive method design was adopted. A survey was used to collect data about the level of psychological security of Jordanian pre-service teachers. Participants of the study were 216 special education and early childhood teachers. Results showed that teachers cited average levels of PS and 10.6 % of all participants had a low level of PS. Teachers rated thinking about the future, life being interesting, love between people, and unknown things as problematic issues in PS. Results revealed no statistically significant mean differences due to gender, average achievement or religious commitment. Recommendations for field and future research are presented.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

Itinerant Early Childhood Special Education Services

2001 ◽  
Vol 24 (1) ◽  
pp. 35-44 ◽  
Author(s):  
LAURIE A. DINNEBEIL ◽  
WILLIAM F. McINERNEY ◽  
JEANETTE ROTH ◽  
VIDYA RAMASWAMY
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Special Education ◽  
Special Education Services ◽  
Education Services

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2020 ◽  
pp. 115-144
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

scholarly journals The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Low Income ◽  
Future Research ◽  
Academic Expectations ◽  
Special Education Services ◽  
Education Services ◽  
Nationally Representative ◽  
Low Income Families ◽  
Making Friends ◽  
Teachers And Parents

This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emo-tional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of dif-ference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported hav-ing difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are pre-sented.

Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury

2020 ◽  
Vol 51 (3) ◽  
pp. 839-851 ◽  
Author(s):  
Judy Harvey ◽  
Kelly Farquharson ◽  
Whitney Schneider-Cline ◽  
Erin Bush ◽  
Christina Yeager Pelatti
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
Cognitive Processes ◽  
Future Research ◽  
Special Education Services ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Education Services ◽  
Education Plans

Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

Sign in / Sign up

Export Citation Format

Share Document