Advancing Coherent Theories of Change in Special Education Teacher Education Research: A Response to the Special Issue on the Science of Teacher Professional Development

被引：5

作者：

Brownell, Mary T. ^{[1
]}

Leko, Melinda M. ^{[2
]}

机构：

[1] Univ Florida, Gainesville, FL 32607 USA

[2] Univ Wisconsin, Madison, WI 53706 USA

来源：

TEACHER EDUCATION AND SPECIAL EDUCATION | 2018年 / 41卷 / 02期

关键词：

special education; teacher preparation; EFFICACY;

D O I：

10.1177/0888406417748430

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article, the authors provide a response to the special issue The Science of Teacher Professional Development: Iterative Design Studies Across Content Areas. In doing so, they present the framework of professional development (PD) enactment developed by Mary Kennedy and apply it to the three studies highlighted in this special issue. They also present implications regarding the advancement of coherent theories of change within special education teacher education research.

引用

页码：158 / 168

页数：11

共 14 条

[1]

[Anonymous], CURR FOC POINTS PREK

[2]

[Anonymous], 2000, PRINC STAND SCH MATH

[3]

[Anonymous], 2010, COMM COR STAT STAND

[4] Introduction: Measuring instruction [J].