Practices and Tools for Meeting Needs of Today's Learner

Mainzer, Lynne Harper; Mainzer, Richard W.

doi:10.3776/joci.2008.v2n2p1-8

Cited by 2 publications

(1 citation statement)

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“…Carpenter and Dyal (2007) suggested there are many different types of co-teaching arrangements and recommended that school districts provide teachers with effective professional development to ensure that teachers can determine the best method of co-teaching for their classroom. In a similar study, Mainzer and Mainzer (2008) observed that meaningful professional development emerged from instructional strategies grounded in theory and research with ongoing learning opportunities. As a result, professional development should provide teachers with best practices in instructional strategies that can increase students' outcomes (Reinking, 2007).…”

Section: Related Literaturementioning

confidence: 91%

Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Shoulders

Krei²

2016

Rural Special Education Quarterly

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The purpose of this study was to compare the differences in rural secondary special and general education teachers' perceptions of their efficacy in teaching students in an inclusive classroom. The sample consisted of 148 rural secondary general education and 32 special education teachers. The researchers used an independent-samples t test to determine if there was a difference in the efficacy of student engagement for general and special education teachers. Results indicated there was a significant difference in the efficacy of student engagement for general and special education teachers. The researchers completed further examination using stepwise multiple regression analysis to determine the extent to which teacher characteristics predict efficacy in student engagement. Implications of the findings for policy and practice in rural schools are also discussed.

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Section: Related Literaturementioning

confidence: 91%

Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Shoulders

Krei²

2016

Rural Special Education Quarterly

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How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

Colson

Xiang

Smothers

2021

TRE

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The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy among general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy in student engagement, instructional practices, and classroom management. One-way analysis and independent samples t-test was used to analyze these data using SPSS statistical software. The results indicated a significant difference between teachers with and without experience in a co-teaching classroom regarding their efficacy in using instructional practices. Furthermore, ANOVA results indicated a significant difference in the number of hours of professional development a teacher received in co-teaching as it relates to their efficacy in student engagement, instructional practices, and classroom management. Further discussion and recommendations are also included.

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Practices and Tools for Meeting Needs of Today's Learner

Cited by 2 publications

References 0 publications

Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

Rural Secondary Educators' Perceptions of Their Efficacy in the Inclusive Classroom

How Professional Development in Co-teaching Impacts Self-Efficacy Among Rural High School Teachers

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