TITLE

Teacher Time Use in Special Education

AUTHOR(S)
Vannest, Kimberly J.; Hagan-Burke, Shanna
PUB. DATE
March 2010
SOURCE
Remedial & Special Education;Mar/Apr2010, Vol. 31 Issue 2, p126
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
How special education teachers spend their time is largely unknown. Yet conceptually, "time" is one of the most tangible and salient variables of the effective instruction literature, Carroll's model of school learning and many economic models of performance measures. This currently unknown use of teacher time has clear and important implications for special education research and practice that include teacher quality, the professional roles of educator's, accountability and student achievement. 36 special education teachers representing 4 variations of instructional arrangements recorded 2200 hours of data in the spring of 2006. Special educators reported their time use via a web-based monitoring system while continuous and interval direct observation data were simultaneously collected. Data provide a snapshot view of teacher time use and reflect the percentages of a school day spent in academic instruction, non-academic instruction, instructional support, consultation/collaboration, assessment, planning/preparation, discipline, supervision, paperwork, and other responsibilities throughout the year.
ACCESSION #
48491492

 

Related Articles

  • The Coteaching Partnership. Friend, Marilyn // Educational Leadership;Feb2007, Vol. 64 Issue 5, p48 

    The article examines the practice of team teaching, beginning with examples of successful classroom teams. The author states that team teaching is one promising option for meeting the learning needs of students in an integrated classroom and offers an example of one team's activity that...

  • Evidence-Based Special Education and Professional Wisdom: Putting It All Together. COOK, BRYAN G.; TANKERSLEY, MELODY; COOK, LYSANDRA; LANDRUM, TIMOTHY J. // Intervention in School & Clinic;Nov2008, Vol. 44 Issue 2, p105 

    There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing...

  • What's Missing from Teacher Prep. Chesley, Gary M.; Jordan, Janice // Educational Leadership;May2012, Vol. 69 Issue 8, p41 

    The article discusses teachers' opinions on their educational preparation as well as suggestions for educational reform. The article reports that the teachers felt unprepared to manage classrooms, teach content, and teach with technology. Teachers said they would like more instruction in keeping...

  • An Examination of Co-Teaching: Perspectives and Efficacy Indicators. Qi Hang; Rabren, Karen // Remedial & Special Education;Sep/Oct2009, Vol. 30 Issue 5, p259 

    Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. The purpose of this study was to identify teachers' and students' perspectives of co-teaching and the efficacy of this teaching approach. Forty-five co-teachers and...

  • Glossary of Early Childhood Terms.  // Teaching Young Children;Dec2010/Jan2011, Vol. 4 Issue 2, p5 

    The article explains the importance of teacher's observation in teaching children.

  • Our Experience: The Voices of Instructors Teaching a Course on Families. Smiley, Azure Dee // Mid-Western Educational Researcher;Fall2009, Vol. 22 Issue 4, p36 

    Preparing "highly qualified" special educators that can effectively partner with the parents of students with disabilities is proving to be a daunting task, though widely acknowledged as essential in special education. This descriptive study examines the experience of instructors co-teaching a...

  • What's in TECPlus?  // Teaching Exceptional Children;Jul/Aug2009, Vol. 41 Issue 6, p4 

    The article introduces various reports contained within the journal including one on teaching dining skills to students with emotional and behavior disorders, one on communicating and collaborating in co-taught classrooms, and one on contradicting isolation by supporting leadership and service...

  • Co-teaching in the science classroom: The one teach/one assist model. Johnson, Natasha Hillsman; Brumback, Larry // Science Scope;Feb2013, Vol. 36 Issue 6, p6 

    The editorial discusses a model for co-teaching in science classrooms, focusing on the one teach/one assist model in which one teacher acts as the lead teacher while the other offers teaching support and handles administrative responsibilities. One of the authors describes her own beneficial...

  • Methods for Addressing Conflict in Cotaught Classrooms. Conderman, Greg // Intervention in School & Clinic;Mar2011, Vol. 46 Issue 4, p221 

    As a service delivery option for students with disabilities, coteaching continues to gain popularity. Successful coteaching largely rests upon the compatibility of coteachers. Sometimes conflict may occur when two teachers with different backgrounds and views work closely together. This article...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics