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Special Education Doctoral Programs: A 10-Year Comparison of the Suppliers of Leadership Personnel
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Smith, Deborah Deutsch; Montrosse, Bianca Elizabeth – Teacher Education and Special Education, 2012
The first article in this special issue is about the doctoral programs, the suppliers of new doctoral graduates in special education. It focuses on one component of a larger effort, the Special Education Faculty Needs Assessment (SEFNA) project, which investigated many aspects of the supply of new doctoral graduates as well as the demand for new…
Descriptors: Needs Assessment, Doctoral Programs, Special Education, Special Education Teachers
Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program
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Devereaux, Temma Harris; Prater, Mary Anne; Jackson, Aaron; Heath, Melissa Allen; Carter, Nari J. – Teacher Education and Special Education, 2010
Special education faculty members (n = 12) from a large Western university participated in a four-year professional development program centered on increasing their cultural responsiveness. During the fourth year the primary investigator interviewed faculty members regarding their perceptions and the impact of the program. Each interview was…
Descriptors: Faculty Development, Special Education Teachers, Interviews, Teacher Attitudes
The Federal Role in the Preparation of Special Education Doctorates: An Analysis of the Office of Special Education Programs' Leadership Preparation Initiative
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Smith, Deborah Deutsch; Truong, Anthony; Watson, Roxanne; Hartley, Melissa D.; Robb, Susan Mortorff; Gilmore, Robert – Teacher Education and Special Education, 2011
Three studies are described in this article. Each is focused on a different aspect of the long-standing initiative that supports special education doctoral students. This initiative is one of the discretionary programs of the Individuals With Disabilities Education Improvement Act that is managed by the U.S. Department of Education's Office of…
Descriptors: Graduation Rate, Disabilities, Special Education Teachers, Public Agencies
Relationships among Teachers' Perspectives, Self-Reported Practices, and Concerns Related to an Alternate Assessment System
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Kim, Young-Gyoung; Angell, Maureen E.; O'Brian, Mary; Strand, Kenneth B.; Fulk, Barbara M.; Watts, Emily H. – Teacher Education and Special Education, 2006
A statewide survey was completed by 234 special education teachers with experience in developing assessment portfolios within the Illinois Alternate Assessment (IAA) system. Relationships between these teachers' demographics and their perspectives, concerns, and self-reported practices related to the IAA system was identified and described. These…
Descriptors: Alternative Assessment, Educational Practices, Special Education Teachers, Teacher Attitudes