Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 7 Sayı: 2, 160 - 179, 30.10.2020

Öz

Kaynakça

  • Allison, R. (2012). The lived experiences of general and special education teacher in the inclusion classrooms: A phenomenological study. Canyon Journal of Interdisciplinary Studies, 1(1), 35-48.
  • Anderson, L., & Olsen, B. (2006). Investigating teachers’ perspectives on and experiences in early career professional development. The Journal of Teacher Education, 57(4), 359-377.
  • Angadi, G. R. (2013, April). Best practices in teacher professional development. International Journal of Education & Psychological Research, 2(2), 8-12. Retrieved from http://ijepr.org/doc/V2_Is2_May13/ij2.pdf
  • Aud, S., Hussar, W., Planty, M., Snyder, T., Bianco, K., Fox, M., Frohlich, L., Kemp, J., Drake, L. (2010). The condition of education 2010 (NCES 2010-028). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/0033-295X.84.2.191
  • Bayraktar, S. (2011). Turkish preservice primary school teachers’ science teaching efficacy beliefs and attitudes toward science: The effect of a primary teacher education program. School Science and Mathematics, 111(3), 83-92.
  • Berry, B., Daughtrey, A., & Wieder, A. (2010). Teacher effectiveness: the conditions that matter most and a look to the future. Chapel Hill, NC: Center for Teaching Quality.
  • Blanton, L. P., Griffin, C. C., Winn, J. A., & Pugach, M. C. (Eds.). (1997). Teacher education in transition. Denver, CO: Love. Blankstein, A. (2010). Failure is not an option: six principles for making student success the only option. Thousand Oaks, CA: Sage.
  • Brownell, M. T., Ross, D. D., Colon, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38, 242–252.
  • Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.
  • Cameron, D. L., & Cook, B. G. (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and accommodations for included students with mental retardation. Education and Training in Developmental Disabilities, 42, 353-63.
  • Chester, M. D., & Beaudin, B.Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233-257.
  • Cook, B. G., & Schirmer, B. R. (2003). What is special about special education? Overview and analysis. Journal of Special Education, 37(3), 200-205.
  • Costa, A. L., Garmston, R. J., Ellison, J., Hayes, C. (2013). Cognitive coaching seminars foundation training: learning guide. Highlands Ranch, CO: Cognitive Coaching Seminars.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. ERIC: ED504168
  • DeSimone, J. R., & Parmar, R. S. (2006). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science & Mathematics, 106(8), 338-348.
  • Elmore, R. (2004). School reform from the inside out. Cambridge, MA: Harvard Education Press.
  • Ernst, C., & Rogers, M. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25(3), 305-322.
  • Fullerton, A., Ruben, B. J., McBride, S., & Bert, S. (2011). Development and design of a merged secondary and special education teacher preparation program. Teacher Education Quarterly, 38(2), 27-44.
  • Gaetano, C. (2006, August 31). General Education teachers face special education realities. East Brunswick Sentinel. Retrieved from http://ebs.gmnews.com/news/2006/0831/schools/043.html%20.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, P. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Geskie, M. A., & Salasek, J. L. (1988). Attitudes of health care personnel toward persons with disabilities. In H. E. Yuker (Ed.), Attitudes toward persons with disabilities (pp. 187-200). New York, NY: Springer-Verlag.
  • Gunning, A. M., & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171-185. doi:10.1007/s10972-010-9198-8
  • Hammond, H., & Ingalls, L. (2003). Teachers' attitudes toward inclusion: Survey results from elementary school teachers in three southwestern rural school districts. Rural Special Education Quarterly, 22(2), 24-27.
  • Hechter, R. P. (2011). Changes in pre-service elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies: The influence of context. Journal of Science Teacher Education, 22(2), 187-202.
  • Hirsh, S. (2009). Before deciding what to do, determine what is necessary. Journal of the National Staff Development Council, 30(1), 71–72
  • Hochburg, E., & Desimone, L. (2010). Professional development in the accountability context: building capacity to achieve standards. Educational Psychologist, 45(2), 89-106.
  • Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
  • Kern, E. (2006). Survey of teacher attitude regarding inclusive education within an urban school district. (Doctoral dissertation). Philadelphia College of Osteopathic Medicine, Philadelphia, PA.
  • Kohler, F. W., Ezell, H. K., & Paluselli, M. (1999). Promoting changes in teachersʹ conduct of student pair activities: An examination of reciprocal peer coaching. Journal of Special Education, 33(3), 154‐165.
  • Kosko, K. W., & Wilkins, J. M. (2009). General educators' in-service training and their self-perceived ability to adapt instruction for students with IEPs. Professional Educator, 33(2) 79-90.
  • Knoeppel, R. C., & Della Sala, M. R. (2015). Education Funding and Student Outcomes: A Conceptual Framework for Measurement of the Alignment of State Education Finance and Academic Accountability Policies. Educational Considerations, 42(2), 13-19.
  • Jokinen, H., Heikkinen, H., & Morberg, A. (2012). The induction phase as a critical transition for newly qualified teachers. In P. Tynjala, M. L. Stenstrome, & M. Saarnivaara (Eds.), Transitions and transformations in learning and education, (169-185). Dordrecht, The Netherlands: Springer Science &Business Media.
  • Lowenhaupt, R., McKinney, S., & Reeves, T. (2014) Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education, 40(5), 740-757.
  • Lin, C. J. (2012). The influence of cognitive coaching on the planning and use of instructional conversations. (Doctoral dissertation). University of Hawai’i at Manoa
  • Maccini, P., & Gagnon, J. (2006). Mathematics instructional practices and assessment accommodations special and general educators. Exceptional Children, 72(2), 217-234.
  • Metropolitan Life Insurance Company. (2011). The MetLife survey of the American teacher. preparing students for college and career: A survey of teachers, students, parents and Fortune 1000 executives. Retrieved from http://www.metlife.com/assets/cao/contributions/foundation/American-teacher/MetLife_Teacher_Survey_2010.pdf
  • Miller, K. J., Wienke, W. D., & Savage, L. B. (2000). Elementary and middle/secondary educator's pre and post training perceptions of ability to instruct students with disabilities. Rural Special Education Quarterly, 19(3/4), 3.
  • Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classrooms: implications for special education reforms. The Journal of Special Education, 30(2), 152-186.
  • Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353. http://dx.doi.org/10.1007/s11165-005-9007-0
  • Pindiprolu, S. S., Peterson, S. M., & Berglof, H. (2007). School personnel's professional development needs and skill level with functional behavior assessments in ten midwestern states in the United States: Analysis and issues. Journal of the International Association of Special Education, 8(1), 31-42.
  • Reid, R., Vasa, S. F., Maag, J. W., & Wright, G. (1994). An analysis of teachers' perceptions of attention deficit-hyperactivity disorder. Journal of Research and Development in Education, 27(3), 195-202.
  • Reith, H. J., & Polsgrove, L. (1998). Curriculum and instructional issues in teaching secondary students with learning disabilities. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Educating students with mild disabilities: Strategies and methods (pp. 255-274). Denver, CO: Love.
  • Robinson, K. (2011). Out of our minds: Learning to be creative (2nd ed.). West Sussex, England: Capstone.
  • Shidler, L. (2009). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Education Journal, 36(5), 453-460.
  • Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 234-250). New York, NY: MacMillan.
  • Stanovich, P. J., & Jordan, A. (2002). Preparing general educators to teach in inclusive classrooms: Some food for thought. The Teacher Educator, 37(3), 173-185.
  • Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171–187.
  • Taylor, B. M., Pearson, P., Peterson, D. S., & Rodriguez, M. C. (2005). The CIERA school change framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40-69.
  • Tomlinson, C. A., & McTighe, J. (2006) Integrating differentiated instruction and understanding by design: connecting content and kids, Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tournaki, N., & Podell, D.M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21(3), 299-314.
  • Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy, The Elementary School Journal, 110(2), 228-248.
  • Yeo, L. S., Ang, R. P., Chong, W. H., Huan, V. S., & Quek, C. L., (2008). Teacher efficacy in the context of teaching low achieving students. Current Psychology, 27, 192-204.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, MA: Harvard University Press.
  • Wagner, T. (2006). Change leadership: A practical guide to transforming our schools. San Francisco, CA: Jossey-Bass. Washburn-Moses, L. (2005). Preparing special educators for secondary positions. Action in Teacher Education, 27(3), 26-39.

Targeted Professional Development Strategies to Increase Teachers’ Efficacy for Educating Students with Special Needs

Yıl 2020, Cilt: 7 Sayı: 2, 160 - 179, 30.10.2020

Öz

There is a significant increase in the number of students with disabilities. However, many general education teachers report that they feel ill-equipped to educate a classroom of students with diverse special education and learning needs. In this qualitative study, the structured focus group interviews were conducted to determine the PD opportunities and characteristics that general education teachers perceive to influence their sense of self-efficacy for educating students with special needs. The results of the focus group discussions revealed that there are several targeted professional development strategies to increase teachers’ efficacy for educating students with special needs. This study makes recommendations for the research supported professional development activities, focused on educating students with special needs, provided to general education teachers.

Kaynakça

  • Allison, R. (2012). The lived experiences of general and special education teacher in the inclusion classrooms: A phenomenological study. Canyon Journal of Interdisciplinary Studies, 1(1), 35-48.
  • Anderson, L., & Olsen, B. (2006). Investigating teachers’ perspectives on and experiences in early career professional development. The Journal of Teacher Education, 57(4), 359-377.
  • Angadi, G. R. (2013, April). Best practices in teacher professional development. International Journal of Education & Psychological Research, 2(2), 8-12. Retrieved from http://ijepr.org/doc/V2_Is2_May13/ij2.pdf
  • Aud, S., Hussar, W., Planty, M., Snyder, T., Bianco, K., Fox, M., Frohlich, L., Kemp, J., Drake, L. (2010). The condition of education 2010 (NCES 2010-028). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. doi: 10.1037/0033-295X.84.2.191
  • Bayraktar, S. (2011). Turkish preservice primary school teachers’ science teaching efficacy beliefs and attitudes toward science: The effect of a primary teacher education program. School Science and Mathematics, 111(3), 83-92.
  • Berry, B., Daughtrey, A., & Wieder, A. (2010). Teacher effectiveness: the conditions that matter most and a look to the future. Chapel Hill, NC: Center for Teaching Quality.
  • Blanton, L. P., Griffin, C. C., Winn, J. A., & Pugach, M. C. (Eds.). (1997). Teacher education in transition. Denver, CO: Love. Blankstein, A. (2010). Failure is not an option: six principles for making student success the only option. Thousand Oaks, CA: Sage.
  • Brownell, M. T., Ross, D. D., Colon, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38, 242–252.
  • Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.
  • Cameron, D. L., & Cook, B. G. (2007). Attitudes of preservice teachers enrolled in an infusion preparation program regarding planning and accommodations for included students with mental retardation. Education and Training in Developmental Disabilities, 42, 353-63.
  • Chester, M. D., & Beaudin, B.Q. (1996). Efficacy beliefs of newly hired teachers in urban schools. American Educational Research Journal, 33(1), 233-257.
  • Cook, B. G., & Schirmer, B. R. (2003). What is special about special education? Overview and analysis. Journal of Special Education, 37(3), 200-205.
  • Costa, A. L., Garmston, R. J., Ellison, J., Hayes, C. (2013). Cognitive coaching seminars foundation training: learning guide. Highlands Ranch, CO: Cognitive Coaching Seminars.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, CA: Sage.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. ERIC: ED504168
  • DeSimone, J. R., & Parmar, R. S. (2006). Issues and challenges for middle school mathematics teachers in inclusion classrooms. School Science & Mathematics, 106(8), 338-348.
  • Elmore, R. (2004). School reform from the inside out. Cambridge, MA: Harvard Education Press.
  • Ernst, C., & Rogers, M. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25(3), 305-322.
  • Fullerton, A., Ruben, B. J., McBride, S., & Bert, S. (2011). Development and design of a merged secondary and special education teacher preparation program. Teacher Education Quarterly, 38(2), 27-44.
  • Gaetano, C. (2006, August 31). General Education teachers face special education realities. East Brunswick Sentinel. Retrieved from http://ebs.gmnews.com/news/2006/0831/schools/043.html%20.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, P. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Geskie, M. A., & Salasek, J. L. (1988). Attitudes of health care personnel toward persons with disabilities. In H. E. Yuker (Ed.), Attitudes toward persons with disabilities (pp. 187-200). New York, NY: Springer-Verlag.
  • Gunning, A. M., & Mensah, F. M. (2011). Preservice elementary teachers’ development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171-185. doi:10.1007/s10972-010-9198-8
  • Hammond, H., & Ingalls, L. (2003). Teachers' attitudes toward inclusion: Survey results from elementary school teachers in three southwestern rural school districts. Rural Special Education Quarterly, 22(2), 24-27.
  • Hechter, R. P. (2011). Changes in pre-service elementary teachers’ personal science teaching efficacy and science teaching outcome expectancies: The influence of context. Journal of Science Teacher Education, 22(2), 187-202.
  • Hirsh, S. (2009). Before deciding what to do, determine what is necessary. Journal of the National Staff Development Council, 30(1), 71–72
  • Hochburg, E., & Desimone, L. (2010). Professional development in the accountability context: building capacity to achieve standards. Educational Psychologist, 45(2), 89-106.
  • Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
  • Kern, E. (2006). Survey of teacher attitude regarding inclusive education within an urban school district. (Doctoral dissertation). Philadelphia College of Osteopathic Medicine, Philadelphia, PA.
  • Kohler, F. W., Ezell, H. K., & Paluselli, M. (1999). Promoting changes in teachersʹ conduct of student pair activities: An examination of reciprocal peer coaching. Journal of Special Education, 33(3), 154‐165.
  • Kosko, K. W., & Wilkins, J. M. (2009). General educators' in-service training and their self-perceived ability to adapt instruction for students with IEPs. Professional Educator, 33(2) 79-90.
  • Knoeppel, R. C., & Della Sala, M. R. (2015). Education Funding and Student Outcomes: A Conceptual Framework for Measurement of the Alignment of State Education Finance and Academic Accountability Policies. Educational Considerations, 42(2), 13-19.
  • Jokinen, H., Heikkinen, H., & Morberg, A. (2012). The induction phase as a critical transition for newly qualified teachers. In P. Tynjala, M. L. Stenstrome, & M. Saarnivaara (Eds.), Transitions and transformations in learning and education, (169-185). Dordrecht, The Netherlands: Springer Science &Business Media.
  • Lowenhaupt, R., McKinney, S., & Reeves, T. (2014) Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education, 40(5), 740-757.
  • Lin, C. J. (2012). The influence of cognitive coaching on the planning and use of instructional conversations. (Doctoral dissertation). University of Hawai’i at Manoa
  • Maccini, P., & Gagnon, J. (2006). Mathematics instructional practices and assessment accommodations special and general educators. Exceptional Children, 72(2), 217-234.
  • Metropolitan Life Insurance Company. (2011). The MetLife survey of the American teacher. preparing students for college and career: A survey of teachers, students, parents and Fortune 1000 executives. Retrieved from http://www.metlife.com/assets/cao/contributions/foundation/American-teacher/MetLife_Teacher_Survey_2010.pdf
  • Miller, K. J., Wienke, W. D., & Savage, L. B. (2000). Elementary and middle/secondary educator's pre and post training perceptions of ability to instruct students with disabilities. Rural Special Education Quarterly, 19(3/4), 3.
  • Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classrooms: implications for special education reforms. The Journal of Special Education, 30(2), 152-186.
  • Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353. http://dx.doi.org/10.1007/s11165-005-9007-0
  • Pindiprolu, S. S., Peterson, S. M., & Berglof, H. (2007). School personnel's professional development needs and skill level with functional behavior assessments in ten midwestern states in the United States: Analysis and issues. Journal of the International Association of Special Education, 8(1), 31-42.
  • Reid, R., Vasa, S. F., Maag, J. W., & Wright, G. (1994). An analysis of teachers' perceptions of attention deficit-hyperactivity disorder. Journal of Research and Development in Education, 27(3), 195-202.
  • Reith, H. J., & Polsgrove, L. (1998). Curriculum and instructional issues in teaching secondary students with learning disabilities. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Educating students with mild disabilities: Strategies and methods (pp. 255-274). Denver, CO: Love.
  • Robinson, K. (2011). Out of our minds: Learning to be creative (2nd ed.). West Sussex, England: Capstone.
  • Shidler, L. (2009). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood Education Journal, 36(5), 453-460.
  • Sparks, D., & Loucks-Horsley, S. (1990). Models of staff development. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 234-250). New York, NY: MacMillan.
  • Stanovich, P. J., & Jordan, A. (2002). Preparing general educators to teach in inclusive classrooms: Some food for thought. The Teacher Educator, 37(3), 173-185.
  • Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171–187.
  • Taylor, B. M., Pearson, P., Peterson, D. S., & Rodriguez, M. C. (2005). The CIERA school change framework: An evidence-based approach to professional development and school reading improvement. Reading Research Quarterly, 40, 40-69.
  • Tomlinson, C. A., & McTighe, J. (2006) Integrating differentiated instruction and understanding by design: connecting content and kids, Alexandria, VA: Association for Supervision and Curriculum Development.
  • Tournaki, N., & Podell, D.M. (2005). The impact of student characteristics and teacher efficacy on teachers’ predictions of student success. Teaching and Teacher Education, 21(3), 299-314.
  • Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy, The Elementary School Journal, 110(2), 228-248.
  • Yeo, L. S., Ang, R. P., Chong, W. H., Huan, V. S., & Quek, C. L., (2008). Teacher efficacy in the context of teaching low achieving students. Current Psychology, 27, 192-204.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, MA: Harvard University Press.
  • Wagner, T. (2006). Change leadership: A practical guide to transforming our schools. San Francisco, CA: Jossey-Bass. Washburn-Moses, L. (2005). Preparing special educators for secondary positions. Action in Teacher Education, 27(3), 26-39.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Olcay Yavuz 0000-0002-5794-5940

Olcay Yavuz 0000-0003-1060-5401

Yayımlanma Tarihi 30 Ekim 2020
Gönderilme Tarihi 16 Ağustos 2020
Kabul Tarihi 22 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Yavuz, O., & Yavuz, O. (2020). Targeted Professional Development Strategies to Increase Teachers’ Efficacy for Educating Students with Special Needs. Çağdaş Yönetim Bilimleri Dergisi, 7(2), 160-179.

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