Exploring the utilization of high-leverage practices by teachers

被引：1

作者：

Passmore, Amanda H. ^{[1
]}

Hughes, Marie Tejero ^{[2
]}

Maggin, Daniel M. ^{[2
]}

Barcus, Courtney Lynn ^{[3
]}

机构：

[1] Purdue Univ Northwest, Sch Educ & Counseling, W Lafayette, IN USA

[2] Univ Illinois, Coll Educ, Chicago, IL USA

[3] Loyola Univ Chicago, Sch Educ, Chicago, IL 60611 USA

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 131卷

关键词：

High-leverage practices; Inclusion; Professional development; Special education; Teacher education; SPECIAL-EDUCATION TEACHERS; COLLABORATION; INDUCTION; KNOWLEDGE;

D O I：

10.1016/j.tate.2023.104201

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Special education high-leverage practices (HLPs) are designed to highlight practices foundational to teaching students with disabilities. While the field has focused most of its attention on HLPs in preservice teacher preparation, our research shifts attention towards how current educators utilize the HLPs. This study aimed to investigate general (n = 30) and special (n = 30) educators' perspectives of their utilization of HLPs in support of students with disabilities through a Q-sort methodology. Results of the Qsort revealed three distinct factor groups. Factor group distributions related to themes of focus on immediate content outcomes, effectiveness, and observance of individualized outcomes. (c) 2023 Elsevier Ltd. All rights reserved.

引用

页数：9

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