Relevant bibliographies by topics / Special educations teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special educations teachers'

Author: Grafiati
Published: 27 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Special educations teachers"

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Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to eff
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Azad, Kurdistan Muhammed, and Nabard Jabar Hassan. "Evaluating the performance of teachers of natural geography lessons in the high schools in the view of educational supervisors and school administrators." Journal of University of Raparin 10, no. 2 (2023): 27–58. http://dx.doi.org/10.26750/vol(10).no(2).paper2.

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The aim of this study is to evaluate the performance of teachers of natural geography lessons in high schools in central Sulaymaniyah from the perspective of supervisors and managers for the year (2020-2021) based on the descriptive and analytical methods. The research community consists of all directors and education supervisors in both eastern and western educations، the study's sample of which is (47) participants. In order to collect data, the content of the closed survey form was 23 items in two scientific topics and 30 items in education, which totaled 53 items. After extracting the reli
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Kwon, Kyung-sook, In-ae Hwang, and Seung-suk Lee. "A study on the Experience and Recognition of Early Childhood Teachers in the Graduate School of Education in Global Citizenship Education." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 149–66. http://dx.doi.org/10.22251/jlcci.2024.24.8.149.

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Objectives This study is about how the recognition of early childhood teachers enrolled in the graduate schools of education has changed throughout global citizenship education(GCE) classes and to explore GCE experience in teacher community activities. Methods For this study, ‘A seminar to empowerment early childhood educations’ Global Citizenship Education’ had opened for 15 weeks in the first semester of 2022. This seminar was targeting 24 early childhood teachers who are studying S University graduate school of education, which is in the metropolitan area. All the data had been collected an
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Niyazova, Amina, Tatiana Zakhozhaya, Tatiana Korotkovskyh, and Anastasia Bobrova. "Training of Teaching Staff for Education System of Students with Disabilities: Problems and Prospects." ARPHA Proceedings 5 (February 10, 2022): 1287–302. https://doi.org/10.3897/ap.5.e1287.

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The purpose of the study is to identify the resources of Surgut State Pedagogical University (SurGPU) in teaching staff training for the education system of students with disabilities. The analysis of native and foreign experience allowed defining a number of problems and leading ideas in teaching staff training for the education system of students with disabilities and revealing the regional experience in speech pathologists training in SurGPU. The methodological framework of the research is in axiological, competency-based, system-activity and technological approaches. The above indicated ap
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Marzec, Danuta. "SUPPORT FOR THE PROCESS OF SOCIAL ADAPTATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 71. http://dx.doi.org/10.17770/sie2017vol3.2259.

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The most recent tendencies in teaching children with developmental deficits advocate using inclusive educations which allow for an optimization of the process of social adaptation. Rehabilitation programs to support these children are an integral part of individual educational programs which are developed for each student and based on the positive diagnosis that accentuates child's strengths. The process of social adaptation of a child with disability starts in families and is continued in nursery schools and schools. Lessons at schools and extra-curricular classes open up opportunities for st
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Jesse Kimani. "Integrating Learner Disabilities in Inclusive Schools in Njoro Sub-County." Kabarak Journal of Research & Innovation 4, no. 1 (2016): 30–38. http://dx.doi.org/10.58216/kjri.v4i1.27.

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The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development. Â The purpose of this study was to explore ways of integrating disabilities into the sch
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Nougaret, André A., Thomas E. Scruggs, and Margo A. Mastropieri. "Does Teacher Education Produce Better Special Education Teachers?" Exceptional Children 71, no. 3 (2005): 217–29. http://dx.doi.org/10.1177/001440290507100301.

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Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency p
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이미아. "Special education teacher leadership perceived by pre-service special education teachers." Journal of Special Children Education 11, no. 4 (2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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Santos, Estêvão Barbosa dos, and Marion Machado Cunha. "Direitos Humanos, educação inclusiva e saberes docentes: desafios e perspectivas para a formação de professores do AEE." Teias do Conhecimento 1, no. 1 (2024): 229–42. http://dx.doi.org/10.5212/revteiasconhecimento.2024.23525.

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Este artigo analisa a articulação entre os princípios dos direitos humanos, a educação inclusiva e os saberes de experiência dos professores do Atendimento Educacional Especializado (AEE). A Educação Inclusiva é entendida como um processo que visa garantir o acesso, a permanência e o sucesso de todos os estudantes, respeitando e valorizando suas peculiaridades. Para tanto, realizou-se leituras que abordam essa temática, bem como documentos que orientam as políticas públicas de educação no Brasil e no mundo, trata-se de um levantamento bibliográfico qualitativo com abordagem descritiva, por mei
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김한샘 and 김라경. "An Analysis of Contracted Special Education Teacher’s Image Perceived by Special Education Teachers." Journal of Inclusive Education 11, no. 2 (2016): 79–104. http://dx.doi.org/10.26592/ksie.2016.11.2.79.

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Dissertations / Theses on the topic "Special educations teachers"

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Avery, Royce Douglas. "Special education teachers' perceptions of a principal's leadership characteristics." Access restricted to users with UT Austin EID, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110717.

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Vernold, Erica Lynn Malloy William W. "Special education teacher resiliency what keeps teachers in the field? /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1631.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Wang, Hsin-Yi. "A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5795/.

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A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospect
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Smith, Robert G. Grogan Margaret. "An evolving district level induction program for special education teachers." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6698.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Margaret Grogan. Vita. Includes bibliographical references.
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Absher, Grace Selarde. "Circumstances and Experiences of Regular and Special Education Teachers in Inclusion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7452.

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Implementation of federally mandated classroom inclusion of students with disabilities (SWDs) in the United States is inconsistent. Research has been limited on how teachers implement inclusion in classrooms, which has prevented systemwide improvements of inclusion practices. The purpose of this basic qualitative study was to describe the circumstances and experiences of regular and special education teachers in 3rd to 6th grade inclusion classes. The theory of organizational learning served as the conceptual framework for the study. Data were collected in interviews with 7 regular education t
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Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Books on the topic "Special educations teachers"

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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the fed
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Reznik, Semen, and Ol'ga Vdovina. University lecturer: technology and organization of activities. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2150921.

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The textbook examines the technologies and organization of the activities of a teacher of a higher educational institution. Special attention is paid to the preparation and conduct of training sessions, the use of an electronic information and educational environment in the educational process, the organization of research and educational work among students, and self-assessment of the effectiveness of a teacher's personal activities. It is an integral part of the textbook series "Management in higher education", comprehensively covering the objects and subjects of university management: "Univ
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Branch, Alberta Special Education. Teacher resources catalogue. Alberta Education, Special Education Branch, 1996.

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Carol, Ouvry, Special Educational Needs Policy Options Group., Economic and Social Research Council., Cadbury Trust, and National Association for Special Education Needs., eds. Teacher education for special educational needs: Special Educational Needs Policy OptionsGroup paper. NASEN Enterprises, 1993.

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Educational Resources Information Center (U.S.), ed. Special education personnel attrition in Kansas. Teacher College, Emporia State University, 1994.

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Educational Resources Information Center (U.S.) and United States. Office of Educational Research and Improvement., eds. Secondary special education teacher. National Clearinghouse for Professions in Special Education, 1996.

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Ron, Colarusso, and O'Rourke Colleen M, eds. Special education for all teachers. 3rd ed. Kendall/Hunt Pub. Co., 2004.

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Mike, Hinson, and National Association for Remedial Education (Great Britain), eds. Teachers and special educational needs. Published by Longman Group UK in association with NARE, 1987.

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Dwyfor, Davies John, and Garner Philip 1947-, eds. At the crossroads: Special educational needs and teacher education. David Fulton Publishers, 1997.

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B, Pollingue Alice, ed. The exceptional teacher's handbook: The first-year special education teacher's guide to success. 3rd ed. Corwin Press, 2009.

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Book chapters on the topic "Special educations teachers"

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Uphold, Nicole M. "Special Education Teacher." In Collaboration. Routledge, 2021. http://dx.doi.org/10.4324/9781003233688-9.

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Jackson, Claire, Umesh Sharma, and Delphine Odier-Guedj. "Secondary teachers' perspectives on their work with teacher assistants." In Teaching Assistants, Inclusion and Special Educational Needs. Routledge, 2022. http://dx.doi.org/10.4324/9781003265580-13.

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Mastropieri, Margo A., Thomas E. Scruggs, and Clara Hauth. "Special Education Teacher Preparation." In Handbook of Special Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-5.

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Jones, Nathan, and Allison Gilmour. "Special Education Teacher Evaluation." In Handbook of Leadership and Administration for Special Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315226378-27.

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Ware, Linda. "Special Education Teacher Preparation." In Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137275905_8.

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Griffin, Cynthia C., M. Leko Melinda, Tracy G. Ulrich, and Angela M. V. Peterson. "Special Education Teacher Preparation." In Handbook of Research on Special Education Teacher Preparation, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003297093-26.

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Bruce-Golding, Judith. "Special Education and Inclusion." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_455.

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Billingsley, Bonnie, Elizabeth Bettini, David DeMatthews, and Emily M. Burns. "Special Education Teachers' Social Contexts." In Handbook of Research on Special Education Teacher Preparation, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003297093-18.

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Povey, Robert, and Peter Abbotts. "Training For Special Needs." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-150.

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Wilmshurst, Linda, and Alan W. Brue. "Teachers and Parents." In The Complete Guide to Special Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-2.

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Conference papers on the topic "Special educations teachers"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cult
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Elmeski, Mohammed, Arlene Russell, and Paula Crawford. "STRENGTHENING TEACHER RETENTION IN THE FEDERATED STATES OF MICRONESIA: THE PERSPECTIVES OF SPECIAL EDUCATION TEACHERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1325.

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Lombardo Pontillo, Angela, Federica Andricciola, and Patrizia Oliva. "INCLUSIVE EDUCATION IN ITALY: PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PERSPECTIVES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0772.

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Cheng, Hsin-Yi Kathy, Wei-Ting Shen, Yu-Chun Yu, and Yan-Ying Ju. "Special Education Teachers’ Perception on Assistive Devices Use." In 2024 17th International Convention on Rehabilitation Engineering and Assistive Technology (i-CREATe). IEEE, 2024. https://doi.org/10.1109/i-create62067.2024.10776435.

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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.
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Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

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The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation wi
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Shmeleva, Olga A., and Svetlana A. Shabalina. "Determination of the readiness of teachers to work with children with disabilities as a condition for inclusive practice." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-323-332.

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The article examines the problem of the readiness of teachers to implement inclusive education of children with disabilities in the conditions of combined groups of a preschool educational organization of general developmental type. The parameters of the professional and psychological readiness of a teacher to include a pupil with special educational needs in the educational process are presented, as well as the analysis and interpretation of the results of the study.
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Predanocyová, Lubica, and Gabriela Jonášková. "COMPETENCE TO DESIGN AND PLAN EDUCATION AND ITS APPLICATION IN SCHOOL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/03.

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"Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified.
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TIMOFTE (PERJU), Mihaela-Loredana. "The importance of rules and routine in classroom management." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p358-360.

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The classroom management is a very vital part in teachers’ work with students in the classroom. Teacher as an efficient classroom manager needs to have skills to organize the setting where the educational process takes place but also skills to find the best paths to improve the educational process so that the students feel comfortable and prepared for the classes. An efficient teacher moreover needs establish positive classroom climate and working discipline. Also, teacher should be able to evaluate the progress of the students and self-evaluate his own work. Improving teacher quality through
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Reports on the topic "Special educations teachers"

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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical
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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1498.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational an
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DeMoss, Karen, and Brigid Brennan. Paid Teacher Residencies: An Equity Lever for Transforming Washington State’s Education System. Prepared To Teach, 2024. http://dx.doi.org/10.61625/uiys6712.

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This report offers a new analysis of how Washington State—and other states too—can focus funding on developing a targeted plan to address special education needs. In the wake of the COVID-19 pandemic, special education placements have been increasing, which will exacerbate shortages and may reflect an increase in inappropriate special education referrals. We outline a plan for a three-year roll-out of well-designed special education residencies that would both better address learning intervention needs and eliminate special education shortages in the highest-need geographies.
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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1028.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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