The Role of Domain Expertise in Beginning Special Education Teacher Quality

Abstract

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.

Promoting Special Education Preservice Teacher Expertise

“…In special education, we have only a small number of studies attempting to articulate the dimensions of teacher expertise in special education (Bishop, Brownell, Klingner, Leko, & Galman, 2010;Brownell et al, 2007;Brownell et al, 2009;Carlson, Lee, & Schroll, 2004;Feng & Sass, 2011;Griffin, Jitendra, & League, 2009;Seo, Brownell, Bishop, & Dingle, 2008;Stough & Palmer, 2003). Though the number of studies is limited and their findings are tentative, results suggest that special education teacher quality is defined by (a) extended preparation in special education; (b) knowledge for teaching both elementary mathematics and reading; (c) ability to apply knowledge to practice, though beginning special education teachers seem less able to apply their knowledge; ( d) explicit, interactive instruction to promote student achievement; ( e) high levels of student engagement during instruction; (t) effective classroom management; (g) a sense of…”

The quality of evidence in reading fluency intervention for Korean readers with reading difficulties and disabilities

“…Nevertheless, while numerous studies have investigated the effects of an intervention on the improvement of reading fluency for students with reading difficulties, little is known about what sorts of instructional practices are promising and make teachers more effective in improving the reading fluency skills of students with disabilities. Thus, it is imperative to understand what it is that teachers can do to promote the reading fluency of students with disabilities (Brownell et al 2009;Darling-Hammond 2000;Sanders and Rivers 1996;Taylor et al 2002).…”

“…Teaching reading fluency can be even more complex when it requires teachers' effective practice to encompass both content knowledge about fluency instruction and knowledge about students' specific learning needs (Brownell et al 2009;Kim and Park 2015;Lane et al 2009). Considering the nature of special education and students with reading difficulties, it is certain that teachers of students with reading difficulties and/or disabilities need more specific knowledge and practical ideas based on the promising research evidence available (Benedict et al 2014;Brownell et al 2009).…”

“…Considering the nature of special education and students with reading difficulties, it is certain that teachers of students with reading difficulties and/or disabilities need more specific knowledge and practical ideas based on the promising research evidence available (Benedict et al 2014;Brownell et al 2009). In spite of the contribution of sight-words and text-level reading to skilled reading, few teachers demonstrated a sufficiently deep understanding of effective reading instruction for students with reading difficulties (Brownell et al 2009;Lane et al 2009). Therefore, there remains more to be established about effective instructional practices for improving reading fluency, particularly for students who are at risk for or have reading disabilities.…”

Self-Evaluation of Special Education Teacher Competence in Inclusive School in Indonesia

“…Therefore, the competence of SETs is determined by their ability to perform their duties and professional role as SET. The importance of SET's competence is showed by the many studies discussing the SET competence (Bukvic, Z., 2014; Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. [7]; Brownell, M. T., Bishop, A. G., Gersten, R., Klingner, J. K., Penfield, R. D., Dimino, J., Haager, D., Menon, S., & Sindelar, P. T. [8]; Billingsley, B. S. [9]; Carlson, E., Lee, H., & Schroll, K. [10]). …”