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eBook details

• Title: Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities (Report)
• Author : Exceptional Children
• Release Date : January 22, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 306 KB

Description

In the period since the passage of the No Child Left Behind Act (NCLB, 2001) and the Individuals with Disabilities Education Improvement Act (IDEA, 2004), the criteria defining a "high-quality teacher" have become the subject of much debate. Value-added research results indicate that certain teachers are more effective than others in securing student achievement gains (Sanders & Rivers, 1996), but what underlies the ability to be effective seems less understood. Classroom practice is one dimension of teacher quality that has been shown to make a difference (Kennedy, 1999; Stallings, 1974). In the 1970s, researchers began identifying classroom practices that result in academic achievement. One characteristic of classroom practice that consistently emerges as "important" is the ability to engage students in learning (Berliner, 1988; Brophy, 1979, Gettinger, 1985; Greenwood, Delquadri, & Hall, 1984; Rosenshine & Berliner, 1978). Although often measured as time spent on task, academic engagement is conceptualized as a broader construct that refers to "the intensity and emotional quality of children's involvement in initiating and carrying out learning activities" (Skinner & Belmont, 1993). This broad construct includes a composite of specific classroom behaviors and emotional responses, including participating in tasks and activities, reading aloud, asking and answering questions, asking teachers or peers for help, using learning strategies, raising a hand to volunteer, losing track of time, and showing interest and enthusiasm for certain topics (Greenwood, Horton, & Utley, 2002). Teachers who consistently evoke these behaviors are highly skilled in engaging students.

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