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Handbook of Research on Special Education Teacher Preparation

Edited by Paul T. Sindelar, Erica D. McCray, Mary T. Brownell, Benjamin Lignugaris/Kraft

Routledge – 2013 – 500 pages

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  • Add to CartPaperback: $114.95
    978-0-415-89309-1
    February 18th 2014
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    978-0-415-89308-4
    February 20th 2014

Description

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.

Contents

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

Author Bio

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.

Name: Handbook of Research on Special Education Teacher Preparation (Paperback)Routledge 
Description: Edited by Paul T. Sindelar, Erica D. McCray, Mary T. Brownell, Benjamin Lignugaris/Kraft. 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...
Categories: Inclusion and Special Educational Needs, School Psychology, School Leadership, Management & Administration