PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 7989857

Collaborative teacher roles: special and general educators.

D L Voltz·R N Elliott·H B Cobb
View original source ↗Export metadata ↓

Abstract

The purpose of this study was to analyze and compare the perceptions of a national sample of elementary-level learning disabilities resource teachers (n = 83) and elementary general education teachers (n = 64) in regard to actual and ideal performance of collaborative roles. Resource teacher perceptions of constraints on their performance of collaborative roles also were examined. Results indicated significant differences between teacher perceptions of actual and ideal performance of collaborative roles. Constraints on resource teachers' collaborative role performance were identified.

Explore related subjects

Education, SpecialHumansLearning DisabilitiesRoleSchoolsTeachingWorkforceClinical TrialComparative StudyJournal ArticleRandomized Controlled Trial

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

D L Voltz, R N Elliott, H B Cobb. 1994. Collaborative teacher roles: special and general educators.. https://doi.org/10.1177/002221949402700808

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

Special education teachers' perceptions of factors influencing their instructional practices.

The study examined the variables associated with the effective instructional practices of teachers of students with learning disabilities. Subjects were 146 female special education teachers, working in the special education classroom. Demographic information was gathered from all participants (e.g. years of experience, collaboration in school and job satisfaction). Participants responded to a 63-item questionnaire about effective instructional practices. The questionnaire consisted of four sub-scales (i.e. planning instruction, managing instruction, delivering instruction and evaluating instruction). In general, the effectiveness of instructional practices of teachers was moderate (mean=2.08, SD=0.55). No significant correlation was found between years of experience and effective instructional practice or between collaboration and effective instructional practices. A significant correlation was, however, found between job satisfaction and effective instructional practices.

Education, Special↗
PubMed2005

Issues and trends in science education: the shortage of qualified science teachers.

Science teachers are leaving their profession. They feel overwhelmed by the expectations and scope of the job and isolated and unsupported in their classrooms. They also feel that expectations are unclear. The statistics on turnover among new teachers are startling. School administrators, science teacher leaders, and teacher education programs can do much more to promote better preparation of science teachers and to recruit new teachers into science teaching. In particular, the author focuses on relevant research and on recommendations for educational researchers and policymakers interested in improving and retaining qualified science teachers in classrooms.

Education, Special↗