1st Edition
Handbook of Research on Special Education Teacher Preparation
Compilations of research on teacher preparation often include no more than a cursory mention of the specific roles and needs of special education teachers. Although the work that special education teachers perform does indeed differ from the work of classroom teachers, teacher preparation in the two fields has much in common. The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Opening chapters ground the collection in political and economic context, while subsequent sections delve deeply into issues related to the current state of our special education workforce and offer insights into how to best prepare and sustain that workforce. Ultimately, by illuminating the particularities of special education teacher preparation, this landmark handbook addresses the state of current research in the field and sets an agenda for future scholarship.
Chapter 1 The Policy and Economic Contexts of Teacher Education
By Paul T. Sindelar, Leah Wasburn-Moses, Rachel A. Thomas, and Christopher D. Leko
Chapter 2 Federal Support for Personnel Development in Special Education: Where We’ve Been, Where We Are, and a Look to the Future
By Jeannie Kleinhammer-Tramill, Ann Mickelson, and Joshua Barton
Chapter 3 Patterns of Licensure for Special Education Teachers
By William L. Geiger, Ann M. Mickelson, Debra McKeown, Joshua Barton, Jeannie Kleinhammer-Tramill, and Trisha D. Steinbrecher
Chapter 4 Preparing Teachers to Work with Students with Disabilities: An International Perspective
By Lani Florian
Chapter 5 Teacher Demand, Supply, and Shortage in Special Education: A National Perspective
By Erling E. Boe
Chapter 6 Recruiting and Retaining Teachers and Administrators in Special Education
By Bonnie S. Billingsley, Jean Crockett, and Margaret L. Kammen
Chapter 7 Equity Challenges in the Accountability Age: Demographic Representation and Distribution in the Teacher Workforce
By Elizabeth Kozleski, Alfredo J. Artiles, Erica D. McCray, and Lisa Lacy
Chapter 8 Examining Indicators of Teacher Education Program Quality: Intersections between General and Special Education
By Linda P. Blanton, James McLeskey, and Kristina Hernandez
Chapter 9 Working Together: Research on the Preparation of General Education and Special Education Teachers for Inclusion and Collaboration
By Marleen C. Pugach, Linda P. Blanton, and Mildred Boveda
Chapter 10 Field Experiences and Instructional Pedagogies in Teacher Education: What We Know, Don’t Know, and Must Learn Soon
By Larry Maheady, Cynthia Smith, and Michael Jabot
Chapter 11 Technology and Teacher Education
By Sean J. Smith and Michael J. Kennedy
Chapter 12 Preparing Teachers to Work with Diverse Populations
By Vivian I. Correa, Patricia Alvarez McHatton, Erica D. McCray, and Cynthia Coss Baughan
Chapter 13 Alternative Routes to Special Education Teacher Preparation: Context, Outcomes, and Implications
By Vincent J. Connelly, Michael S. Rosenberg, and Kristine E. Larson
Chapter 14 Teacher Preparation: Principles of Effective Pedagogy
By Benjamin Lignugaris/Kraft and Shannon Harris
Chapter 15 Preparing Special Educators to Teach Literacy
By Mary T. Brownell and Melinda M. Leko
Chapter 16 Teacher Preparation: Mathematics
By Cynthia C. Griffin, Delinda van Garderen, and Tracy G. Ulrich
Chapter 17 Special Education Teacher Preparation in Classroom Organization and Behavior Management
By Regina M. Oliver and Daniel J. Reschly
Chapter 18 Research on the Preparation of Teachers of Students with Severe Disabilities
By David L. Westling, Charles Salzberg, Belva C. Collins, Robert Morgan, and Victoria Knight
Chapter 19 Teacher Preparation for Students who Demonstrate Challenging Behaviors
By Maureen A. Conroy, Peter J. Alter, Brian A. Boyd, and Elizabeth Bettini
Chapter 20 Preparation of Teachers for Children Who Are Deaf or Hard of Hearing
By Lauri H. Nelson, Susan Lenihan, and Karl R. White
Chapter 21 Personnel Preparation in Visual Impairment
By Laura Bozeman and Kim Zebahazy
Chapter 22 Educator Preparation Within the Context of School-wide Positive Behavior and Academic Supports
By Timothy J. Lewis and Cathy Newman Thomas
Chapter 23 Teacher Preparation: Early Intervention/Early Childhood Special Education
By Peggy A. Gallagher, Elizabeth A. Steed, and Katherine B. Green
Chapter 24 Preparing Secondary Special Educators and Transition Specialists
By Mary E. Morningstar and Beth Clavenna-Deane
Chapter 25 Dimensions of Teacher Quality in General and Special Education
By Mary T. Brownell, Trisha Steinbrecher, Jenna Kimerling, Yujeong Park, Jungah Bae, and Amber Benedict
Chapter 26 Qualitative Research on Special Education Teacher Preparation
By Beth Harry and Miriam Lipsky
Chapter 27 The “Wicked Question” of Teacher Education Effects and What to Do About It
By Benjamin Lignugaris/Kraft, Paul T. Sindelar, Erica D. McCray, and Jenna Kimerling
Biography
Paul T. Sindelar is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.
Erica D. McCray is Associate Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.
Mary T. Brownell is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.
Benjamin Lignugaris/Kraft is Professor and Department Head of Special Education and Rehabilitation at Utah State University, USA.
