Relevant bibliographies by topics / Special education teachers – Certification – Oregon

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Academic literature on the topic 'Special education teachers – Certification – Oregon'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Special education teachers – Certification – Oregon"

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Shepherd, Terry L., and Randel D. Brown. "Analyzing Certification Options for Special Education Teachers." TEACHING Exceptional Children 35, no. 6 (July 2003): 26–30. http://dx.doi.org/10.1177/004005990303500604.

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Stotsky, Sandra. "Licensure Tests for Special Education Teachers." Journal of Learning Disabilities 42, no. 5 (June 26, 2009): 464–74. http://dx.doi.org/10.1177/0022219409338740.

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To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
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Chapey, Geraldine D., Irene S. Pyszkowski, and Teresa A. Trimarco. "National Trends for Certification and Training of Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 8, no. 4 (October 1985): 203–8. http://dx.doi.org/10.1177/088840648500800405.

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Haedong Jeong. "A study on reforming the certification criteria of special education teachers." Journal of Special Children Education 9, no. 4 (December 2007): 171–91. http://dx.doi.org/10.21075/kacsn.2007.9.4.171.

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Gilmour, Allison F. "Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders." Journal of Special Education 54, no. 1 (June 4, 2019): 40–50. http://dx.doi.org/10.1177/0022466919849905.

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Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.
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Mason-Williams, Loretta, and Joseph Calvin Gagnon. "An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools." Journal of Special Education 50, no. 4 (August 2, 2016): 239–50. http://dx.doi.org/10.1177/0022466916656174.

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This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these findings are discussed, and limitations are addressed.
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Hollo, Alexandra, Kim K. Floyd, and Carla B. Brigandi. "Endorsement by Exam: Policy and Practice in Rural Special Education." Rural Special Education Quarterly 38, no. 3 (April 19, 2019): 177–84. http://dx.doi.org/10.1177/8756870519843500.

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National- and state-level education policies are evolving to address teacher shortages that are pervasive across the United States and are particularly problematic in rural special education. In this article, we describe a policy we call “endorsement by exam” in which teachers certified in one subject area can become certified in other areas by passing a content knowledge test. Although such add-on endorsements are not uncommon in some content areas (e.g., chemistry teachers adding certification in biology), some states have extended this practice to include special education certification. The purpose of this article is to explore what state agencies have adopted endorsement by exam for special education. Despite difficulties in obtaining reliable information, we determined approximately eight states have adopted some form of this policy. We discuss results in terms of rurality and conclude by explaining our position that endorsement by exam is a potentially harmful quick fix that may in fact exacerbate teacher shortages in the long term and thus is ill advised.
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Collins, Belva C. "Issues in Rural Special Education that Affect Students with Severe Disabilities." Rural Special Education Quarterly 26, no. 2 (June 2007): 3–9. http://dx.doi.org/10.1177/875687050702600202.

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Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.
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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.

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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Henderson, Kelly, Sheri Klein, Patricia Gonzalez, and Renée Bradley. "Teachers of Children with Emotional Disturbance: A National Look at Preparation, Teaching Conditions, and Practices." Behavioral Disorders 31, no. 1 (November 2005): 6–17. http://dx.doi.org/10.1177/019874290503100101.

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Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks.
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Dissertations / Theses on the topic "Special education teachers – Certification – Oregon"

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Hogan, Kathleen Ann. "Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived strengths and weaknesses of the ACP. The results from the survey suggest there are differences in the motivating factors affecting general and special educator's decision to become a teacher and to remain a teacher. Additional survey results suggest there are no differences in the reason these two groups chose a non-university-based ACP. The results of the survey and the online focus group were comparable for these two groups. The remainder of this dissertation includes a review of literature related to teacher shortages and teacher preparation including alternative certification. Additionally, information on the results and analysis of the study are discussed, as well as recommendations for future research.
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Sheldrake, Danielle Angelina. "A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1499.

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This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold, 2004; Otto & Arnold, 2005; Stempien & Loeb, 2002). More than 66 administrators and 200 special education teachers/Teachers on Special Assignment (TOSAs) employed in the Portland, Oregon metro area (Washington, Clackamas, and Multnomah counties) completed a survey on special education teacher attrition and retention and identified what they believed are the causes of high special education teacher attrition rates and what interventions would increase rates of special education teacher retention. The results of the surveys from the two sub-groups were compared and contrasted and it was determined administrators and special education teachers share similar perceptions of the causes of high special education teacher attrition rates and similar perceptions of interventions to increase retention rates. The results were also analyzed to determine if administrators and special education teachers and TOSAs identify the same causes of special education teacher attrition and interventions to increase retention rates.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Alward, Jennifer A. "The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407790/.

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An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers. The low ratio of highly qualified teachers to the number of students with autism has resulted in chronic teacher shortages in this area. Alternative certification is used as a mechanism to alleviate the demand for highly qualified teachers in special education. However, alternative certification routes have often left novice teachers underprepared for teaching students with autism, more specifically in the implementation of evidence-based practices necessary for instructional effectiveness. The purposes of the study were: a) to assess the knowledge of novice alternatively certified (AC) teachers in the area of autism education; and b) to determine the extent to which age, credit hours of instruction, formal hours of instruction, amount of professional development, and number of students with autism predict the variance in knowledge scores. Participants included all novice (i.e., first-and second-year) alternatively certified special education teachers in the state of Texas. Data were collected through an electronic survey instrument disseminated state-wide to approximately 33 individuals. Multiple regression was conducted in order to determine the strongest predictors of autism knowledge scores. In addition, a multi-way ANOVA was performed to identify differences between groups. The largest predictor of knowledge of autism was hours engaged in self-directed learning. Overall, AC programs in Texas need to provide basic and core content in the area of autism to increase the knowledge of novice teachers.
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Braley, Deloris Ann. "A comparative study of the characteristics & qualifications of novice unendorsed and endorsed special education teachers in Virginia." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40411.

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Critical teacher shortages in special education have led to revisions in certification and licensure policies in some states and implementation of initiatives to attract special education teachers in other states. Some of these revisions have allowed unendorsed teachers to be assigned to special education classrooms. The reliance on unendorsed teachers to fill special education vacancies means those working with students with the greatest educational needs may have the least amount of training or teaching experience. However, there have been no investigations of unendorsed special education teachers.
Ed. D.
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Cavin, Lisa Lyle. "Perceptions of importance of diagnostic competencies among educational diagnosticians." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3692/.

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This research was two-fold in its purpose: the first purpose being to assess the perceived relevance of the current state competency standards adopted in Texas by the State Board for Educator Certification (SBEC) as they apply to the work of the educational diagnostician and the second being to examine the diagnostician's perceived ability of training institutions to prepare professionals for the field of special education evaluation. This study examined the perceptions of educational diagnosticians (N = 432) through the use of a survey instrument. Specifically the survey instrument was designed to assess diagnosticians' perceptions of importance of the SBEC competencies to special education evaluation in general, and to their practice in particular; the frequency with which they use the competencies; and their degree of training to meet the demands of the competencies through their preparatory program. Results indicate variability with regard to the perceived importance of the competencies and the degree of preparation to meet the demands of the competencies in practice.
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Seger, Marilyn. "A Study of Special Preparation and Training Needs of Middle School Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1227.

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The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level are not available in the majority of states. Many state licensing agencies provide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of middle level teachers as perceived by teachers and administrators in a suburban school district which was involved for several years in the implementation of innovative practices for middle schools. Middle level educators in this district had received in-service training and were engaged in considerable discussions on research related to effective middle schools. Thirty teachers and 10 administrators were surveyed about their own levels of preparation and their concepts of the elements of model preparation programs for middle school teachers. In a follow-up interview process, including a sample of the survey respondents, interviewees discussed in-depth their district's middle school programs; the impact of a state grant focusing on middle school organizational and instructional issues; and their perceptions about staff development needs of middle school personnel that were not being addressed. The data obtained through survey responses, interviews, and examination of district documents showed that the majority of the sample personnel received their training in middle school concept areas through formal in-service opportunities and/or on the job experience. Furthermore, a majority of the participants endorsed and expressed a need for the following: a special preparation program for middle school teachers containing field experience at the middle level; training in the unique developmental needs of the early adolescent; and, special training in a variety of instructional strategies. Results also indicated that the sample personnel were not aware of the school district's own studies on middle level schooling and were dissatisfied with the current programs, which they felt had suffered as a result of a lack of effective leadership at the district and building levels.
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Cote, Dorence J. "A study of transition skills for special education teachers in secondary settings." Thesis, 1991. http://hdl.handle.net/1957/36331.

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The recent focus on transition from school to working life has created a growing concern in Oregon about teachers with elementary certification as their initial certification who earn a special education certificate and teach students with disabilities in secondary settings. Thus, the purpose of this study was to investigate the relationship among initial certifications (elementary, secondary, and K-12), where Oregon high school special education teachers received the major part of their transition skills training, and their self-perceived needs for further transition skills training. The population for the study consisted of 213 secondary special education teachers of students with mild disabilities from throughout Oregon. The instrument was a survey-type questionnaire that included 14 transition skill competencies for teachers. Subjects were first asked where they received the major part of their training in each of the transition competency skills. Next, they were asked to rate their self-perceived needs for further training in each of the transition skills. The instrument design was validated through a Delphi procedure. Data were collected during the spring of 1987 and the fall of 1988. No significant statistical relationships were found between initial certification and where teachers received the major part of their transition skills training, or their self-perceived needs for further training. However, three major implications became apparent from the data. First, decisions regarding coursework could be examined at the preservice level. Next, opportunities for preservice teachers to participate in team decision-making activities should be examined. Lastly, personnel inservice preparation programs at the district level should be examined to ensure that transition skill competencies for teachers are included. Recommendations included follow-up studies to find out if the size of school, type and level of endorsement, major and minor fields of study and years of teaching may have an effect on transition skills training of secondary teachers.
Graduation date: 1992
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McDow, Sandra M. Shaw. "A study of special education STRs and caseloads in Oregon and their impact upon teachers' perceptions of success, job satisfaction and burnout /." 1993. http://hdl.handle.net/1957/9934.

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Tun, Amparito T. de J., and 杜安婷. "Factors influencing Teachers’ Participation in Certification Education: A Special Case of Continuing Professional Development in Belize." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/33560081583433485566.

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碩士
國立臺灣師範大學
國際人力資源發展研究所
102
ABSTRACT Belize’s educational system has been evolving gradually since the early 1960’s to provide quality and competent education to all students. Up to date, the struggle is still visible because the hallmark of the British colonization remains within the educational system. The practice of hiring teachers without proper certification and training in pedagogy has kept Belize disadvantageous in this field. This research intends to explore the possible factors that could be influencing teachers’ participation on enrolling in a teacher certification education program in order to fill in the demands of a rapid increase of students. A quantitative study was conducted on a sample of 206 uncertified teachers’ at all three levels of education. Three personal factors, two task factors and two work environment factors were selected based on the literature and previous research as the independent variables to predict the dependent variable, intention to participate in certification education. Hierarchical regression was used to test study hypotheses. Findings revealed that the personal factor, appraisal of meaningfulness, task factor, pressure of work, and the work environment factor, management support, have a positive influence on teachers’ intention to participate in certification education. In addition, although not hypothesized, some demographic variables such as age, gender, tenure in current job position and highest educational qualification level, also presented influence on teachers’ intention to pursue certification education. These findings have important implications for the Belizean Ministry of Education on policies related to promoting teacher certification education.
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Books on the topic "Special education teachers – Certification – Oregon"

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AEPA 24 special education: Emotional disabilities teacher certification exam. Boston: XAMonline, 2007.

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National Board for Professional Teaching Standards (U.S.). Early childhood through young adulthood, exceptional needs specialist portolio: For teachers of students ages birth-21+. Arlington, Va: National Board for Professional Teaching Standards, 2002.

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Inc, XAMonline, ed. GACE 003: Early childhood special education general curriculum : teacher certification exam. Boston, Mass: XAMonline, Inc., 2010.

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What every special educator must know: The ethics, standards, and guidelines for special educators. 5th ed. Arlington, VA: Council for Exceptional Children, 2003.

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Maryann, Gromoll, Tattner Nancy Ann, and Research and Education Association, eds. FTCE exceptional student education K-12. Piscataway, N.J: Research & Education Association, 2014.

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E, Westcott James, Jaquess Jamalyn, and Research and Education Association, eds. TExES, Texas Examinations of Educator Standards, Special Education EC-12 (161). Piscataway, N.J: Research & Education Association, 2014.

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Children, Council for Exceptional. What every special educator must know: The international standards for the preparation and licensure of special educators. 3rd ed. Reston, Va: The Council, 1998.

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What every special educator must know: The international standards for the preparation and certification of special education teachers. Reston, Va: Council for Exceptional Children, 1995.

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What every special educator must know: The international standards for the preparation and certification of special education teachers. 2nd ed. Reston, Va: Council for Exceptional Children, 1996.

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Ramsey, Roberta S. Preparatory guide for special education teacher competency tests. Boston: Allyn and Bacon, 1988.

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