Full Length Research Paper
References
Balfour YC (2001). The impact of certification status on the administrative support needs of novice special education teachers. Unpublished doctoral dissertation, George Mason University, Fairfax, Virginia. | ||||
Bishop AG, Brownell MT, Klingner JK, Leko MM, Galman SC (2010). Differences in beginning special education teachers: The influence of personal attributes, preparation, and school environment on classroom reading practices. Learn. Disabil. Q. 33(2):75-92. | ||||
Boe EE, Cook LH, Sunderland RJ (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Except. Child. 75:7-31. | ||||
Boe EE, Shin S, Cook LH (2007). Does teacher preparation matter for beginning teachers in either special or general education? J. Special Educ. 41:158-170. Crossref |
||||
Boz N, Boz Y (2006). Do prospective teachers get enough experience in school placements? J. Educ. Teach. 32(4):353-368. Crossref |
||||
Caires S, Almeida LS (2007). Positive aspects of the teacher training supervision: The student teachers' perspective. Eur. J. Psychol. Educ. 22(4):515–28. Crossref |
||||
Cameron M, Lovett S, Garvey BJ (2007). Starting out in teaching: surviving or thriving as a new teacher. SET Res. Inform. Teachers (3): 32-37. | ||||
Carlson E, Lee H, Schroll K (2004). Identifying attributes of high quality special education teachers. Teacher Educ. Special Educ. 27(4):350-359. Crossref |
||||
Clift RT, Brady P (2005). Research on methods courses and field experiences. In: Cochran-Smith M, Zeichner KM (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education pp.309-424. | ||||
Cochran-Smith M, Lytle SL (1999). The teacher research movement: A decade later. Educ. Res. 28(7):15-25. Crossref |
||||
Conderman G Morin J, Stephens JT (2005). Special education student teaching practices. Prevent. Sch. Failure 49(3):5-10. Crossref |
||||
Conderman G, Katsiyannis A, Franks D (2001). Program assessment practices in special education teacher preparation programs. Prevent. Sch. Failure 45(4):182-186. Crossref |
||||
Creswell JW (2003). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (2nded.).Thousand Oaks, California: Sage Publications. | ||||
Darling-Hammond L, Chung R, Frelow F (2002). Variation in teacher preparation:How well do different pathways prepare teachers to teach? J. Teach. Educ. 53(4):286-315. Crossref |
||||
Feiman-Nemse S (2001). 'From preparation to practice: Designing a continuum to strengthen and sustain teaching.' Teach. Coll. Rec. 103(6):1013-1055. Crossref |
||||
Fen L (2009). Opportunity wages, classroom characteristics, and teacher mobility. Southern Econ. J. 75(4):1165-1190. | ||||
Freiberg J (March 2002). Essential Skills for New Teachers. Educ. Leadersh. 59(6):56-60. | ||||
Gettinger M, Stolber K, Koscik R (2008). Effects of a preparation program focused on accommodating children with challenging behaviors. Teacher Education and Special Education, 31(3):164-181. Crossref |
||||
Giebelhaus CR, Bowman CL (2002). Teaching mentors: Is it worth the effort? J. Educ. Res. 95:245-254. Crossref |
||||
Goodlad JI (1999). Teacher education for what? Teach. Educ. Q. 25(4):16-23. | ||||
Grudnoff L (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific J. Teach. Educ. 39(3):223-234. | ||||
Guyton E, McIntyre DJ (1990). Student teaching and school experiences. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher Education: pp.514-534. New York: Macmillan. | ||||
Heppner MJ (1994). An Empirical Investigation of the Effects of a Teaching Practicum on Prospective Faculty. J. Couns. Dev. 72:500-507. Crossref |
||||
Houston RW, Marshall E, McDavid T (1993). Problems of traditionally prepared and alternatively certified first year teachers. Educ. Urban Soc. 26:78-89. Crossref |
||||
Jackson SL (2009). Research Methods and Statistics: A Critical Thinking Approach 3rd edition. Belmont, CA: Wadsworth. | ||||
Leko MM (2008). Understanding the various influences on special education pre-service teachers 'appropriation of conceptual and practical tools for teaching reading. Unpublished doctoral dissertation.University of Florida, Gainesville, FL. | ||||
Leko MM, Brownell MT (2011). Special education preservice teachers' appropriation of pedagogical tools for teaching reading, Except. Child. 77(2): 229-251. Crossref |
||||
Levin D, Hammer D, Coffey J (2009). Novice teachers' attention to student thinking. J. Teach. Educ. 60:142-154. Crossref |
||||
Martin NK, Shoho AR (1999). Belief regarding classroom management style: Differences between traditional and alternative certification teachers. San Antonio: University of Texas at San Antonio. (ERIC Document Reproduction Service No. ED 432544). | ||||
Maslak MA, McLaughlin A (2003). Prospective teachers' perceptions of development during fieldwork: Tutoring as a vehicle for professional growth. Teacher Educator 38(4):267-284. Crossref |
||||
Maheady L, Jabot M, Rey J, Michielli-Pendl J (2007). An early field-based experience and its impact on preservice candidates' teaching practice and their pupils' outcomes. Teacher Educ. Special Educ. 30(1):24-33. Crossref |
||||
Macy M, Squires J, Barton E (2009). Providing optimal opportunities: Structuring practicum experiencing in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education 28:209-218. Crossref |
||||
McCoy LP (2003). It's a hard job: A study of novice teachers' perspectives on why teachers leave the profession. Curr. Issues Educ. 6(7).
|
||||
|
||||
McDonnough JT, Matkins JJ (2010). The role of field experiences in elementary preservice teachers' self-efficacy. Sch. Sci. Math. 110(1):13-23.
Crossref |
||||
|
||||
New Teacher Center (2005). Santa Cruz New Teacher Project Continuum of the New Teacher Center. Retrieved March 26, 2014
|
||||
Noonis KP, Jernice TS (2011). Beginner special education preservice teachers' learning experience during practicum. Int. J. Special Educ. 26(2):1-14 | ||||
Nougaret AA, Scruggs TE, Mastropieri MA (2005). Does teacher education produce better special education teachers? Except. Child. 77:217-229. Crossref |
||||
Posner BZ (2009). On putting theory into practice. J. Manage. Inquiry 18(2):139-141. Crossref |
||||
Sindelar PT, Daunic AP, Rennells MS (2004). Comparisons of traditionally and alternatively trained teachers. Exceptionality 12:209-223. Crossref |
||||
Smith K, Lev-Ari L (2005). The place of the practicum in preserviceteacher education: The voice of the students. Asia-Pacific J. Teach. Educ. 33(3):289-302. | ||||
Spear-Swerling, L (2009). A literacy tutoring experience for prospective special educators and struggling second graders. J. Learn. Disabil. 42(5):431-443. Crossref |
||||
Spear-Swerling L, Brucker AO (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Ann. Dyslexia 54:332–364. Crossref |
||||
Tarman B (2012). Prospective teachers beliefs and perceptions about teaching as a profession. Educational Sciences: Theory Pract. 12(3):1964-1973. | ||||
Whitney L, Golez L, Nagel G, Nieto C (2002). Listening to voices of practicing teachers to examine the effectiveness of a teacher education program. Action Teacher Educ. 23(4):69-76. Crossref |
Copyright © 2024 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0