The Role of Domain Expertise in Beginning Special Education Teacher Quality

被引：72

作者：

Brownell, Mary T. ^{[1
]}

Bishop, Anne G. ^{[2
]}

Gersten, Russell ^{[3
,4
]}

Klingner, Janette K. ^{[5
]}

Penfield, Randall D. ^{[6
]}

Dimino, Joseph ^{[3
]}

Haager, Diane ^{[7
]}

Menon, Shailaja ^{[5
]}

Sindelar, Paul T. ^{[1
]}

机构：

[1] Univ Florida, Dept Special Educ, Gainesville, FL 32611 USA

[2] Florida Ctr Reading Res, Tallahassee, FL USA

[3] Instruct Res Grp, Signal Hill, CA USA

[4] Univ Oregon, Eugene, OR 97403 USA

[5] Univ Colorado, Boulder, CO 80309 USA

[6] Univ Miami, Dept Educ & Psychol Studies, Coral Gables, FL 33124 USA

[7] Calif State Univ Los Angeles, Div Special Educ & Counseling, Los Angeles, CA 90032 USA

来源：

EXCEPTIONAL CHILDREN | 2009年 / 75卷 / 04期

关键词：

READING-COMPREHENSION; KNOWLEDGE; INSTRUCTION; LITERACY; OUTCOMES; LESSONS;

D O I：

10.1177/001440290907500401

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom practices and student achievement gains on various reading measures. Findings revealed special education beginning teachers were somewhat knowledgeable about teaching reading, but this knowledge did not contribute a significant portion of variance to classroom practice. Practices in classroom management, decoding practices, and providing explicit, engaging instruction accounted for a significant portion of variance in student reading gains. Implications for further research and the preparation and induction of beginning teachers are provided.

引用

页码：391 / 411

页数：21

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