Handbook of Research on Special Education Teacher Preparation

ISBN-13: 9781032285023 / Twarda / 2023 / 496 str.

Opis

The new edition of this landmark text expands our current understanding of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation.

Spis treści

Acknowledgements  Preface  Contributing Authors  I. Setting the Stage  1. Examining Who Special Educators are Prepared to Teach: Addressing Intersecting Erica D. McCray & Federico R. Waitoller  2. Multiple Conceptions of Place: Towards a Place-conscious Approach to Special Education Teacher Preparation  Molly Baustien Siuty & Naomi Fair  3. Examining Policy that Guides Special Educator Preparation Jacqueline Rodriguez, Ashley L. White, Kaitlyn Brennan, & Margaret Gerry  4. Preparing the Next Generation of General Education Teachers to Work with Students with Disabilities Joyce Gomez-Najarro, Marleen C. Pugach, & Linda P. Blanton  II. Attracting Personnel to Special Education  5. Still Puzzling: Over a Century of Shortages and Unmet Demand Loretta Mason-Williams, Janet Chamberlin-Kim, David Peyton, & Melissa Korducavich  6. Economic Interventions as Policy Levers for Attracting and Retaining Special Education Teachers Allison F. Gilmour, Roddy Theobald, & Nathan D. Jones  7. Alternative Routes to Special Education Teacher Preparation: A Policy in Need of a New Playbook Michael S. Rosenberg, Sarah Nagro, Jamie Day, Loretta Mason-Williams, & Paul T. Sindelar  8. Promising Strategies and Research for Attracting Special Education Teachers of Color LaRon A. Scott & Rachel Walker Bowman  III. Preparing Special Educators for the Profession  9. A Research Framework for the Study of Special Education Teacher Preparation Nathan D. Jones  10. Capitalizing on the Potential of Practice Based Preparation in Special Education Teacher Preparation Melinda M. Leko, Mary T. Brownell, Kristen O’Brien, & Sarah A. Nagro  11. Harnessing Technology to Prepare Special Education Teachers Michael J. Kennedy, Rachel L. Kunemund, Olivia F. Coleman, Lindsay M. Griendling, Katherine Peeples, Jamie Day, Danielle Waterfield, & Suzanne McClain 12. Centering Culturally Relevant and Sustaining Special Education Preparation Taucia González, Saili Kulkarni, & Adai A. Tefera  IV. Sustaining Special Educators in the Profession  13. Conceptual Frameworks for Understanding Special Educators’ Decisions to Stay or Leave Elizabeth Bettini, Elizabeth Sikora, Jamie Day, & Bonnie S. Billingsley  14. Special Education Teachers’ Social Contexts: Implications for Sustaining Teachers in Schools Bonnie S. Billingsley, Elizabeth Bettini, David DeMatthews, & Emily M. Burns  15. Special Education Teachers’ Wellbeing and Burnout Nelson C. Brunsting, Michelle M. Cumming, Justin D. Garwood, & Norma Urquiza  16. Professional Development as a Pathway for Sustaining Teachers Jade Wexler, Alexandra Shelton, Kristabel Stark, Erin Hogan, Jason Chow, & Rebecca Fisk  17. The Benefits of Sustaining a Diverse Special Education Teacher Workforce Tammy Ellis-Robinson, LaRon A. Scott, Joy Banks, Endia Lindo, & Robai Werunga  V. Perspectives on the Future  18. Expanding Epistemological Possibilities in Research about Diversification of the Teacher Workforce Mildred Boveda & Martha Lorena Hernández Flores  19. Coherence in Special Education Teacher Preparation: Developing Sustainable Professional Identities Hannah Morris Mathews, Margaret Weiss, Nora McKenney, & Rachel Silva  20. Gendered Discourse about Special Education Teaching as Care Work: Implications for Improving Inequitable Working Conditions Elizabeth Bettini, Kathryn Meyer, & Kristabel Stark  21. Special Education Teacher Preparation: Perspectives on Future Research Cynthia C. Griffin, Melinda M. Leko, Tracy G. Ulrich, & Angela M. V. Peterson

O autorze

Erica D. McCray is Associate Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.

Elizabeth Bettini is an Assistant Professor in the Special Education program in the Wheelock College of Education & Human Development at Boston University, USA.

Mary T. Brownell is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.

James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.

Paul T. Sindelar is Professor of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA.