scholarly journals The course on norm‐referenced academic assessment: A survey of special education faculty

2021 ◽  
Author(s):  
Adam B. Lockwood ◽  
Ryan L. Farmer ◽  
Margaret Schmitt ◽  
Karen Sealander ◽  
Christopher Lanterman ◽  
...  
Keyword(s):  
Special Education ◽  
Education Faculty ◽  
Academic Assessment

Special education faculty decision-making regarding designing and delivering family-professional partnership content and skills in the U.S.

2021 ◽  
Vol 105 ◽  
pp. 103419
Author(s):  
Grace L. Francis ◽  
Amy Kilpatrick ◽  
Shana J. Haines ◽  
Tracy Gershwin ◽  
Kathleen B. Kyzar ◽  
...  
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Education Faculty ◽  
The U.S

Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions

2010 ◽  
Vol 3 (9) ◽  
pp. 27
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Linguistic Diversity ◽  
The United States ◽  
University Faculty ◽  
Highly Qualified ◽  
Education Faculty ◽  
Linguistically Diverse Students ◽  
Research Technology

This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education.  The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity. 

scholarly journals Recruitment Practices for Special Education Faculty: Implications for Saudi Universities

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094884
Author(s):  
Ghaleb Alnahdi ◽  
Dimitris Anastasiou
Keyword(s):  
United States ◽  
Special Education ◽  
Descriptive Analysis ◽  
The United States ◽  
Faculty Members ◽  
Education Faculty ◽  
Educational Backgrounds ◽  
Recruitment Practices ◽  
Worldwide Production ◽  
Research Standards

We explore how the research standards for hiring faculty in Saudi Arabia are compatible with effective practices in the field. Specifically, we examine the outcomes of recruiting practices for special education faculty in the United States, in addition to the worldwide production of special education research. A descriptive analysis was conducted, examining the educational backgrounds of 124 faculty members in top special education programs in the United States and 140 highly cited researchers in special education worldwide. Fewer than 10% of the faculty members and researchers hold special education degrees at all three levels of education (bachelor’s, master’s, and doctoral degrees). Recruitment practices in the United States and worldwide generally seem to differ from those used by Saudi universities. Implications for Saudi special education departments/programs are discussed.

Collaboration and Co-Teaching: General and Special Education Faculty

1999 ◽  
Vol 72 (3) ◽  
pp. 186-190 ◽  
Author(s):  
Barbara Duchardt ◽  
Leslie Marlow ◽  
Duane Inman ◽  
Paula Christensen ◽  
Mary Reeves
Keyword(s):  
Special Education ◽  
Education Faculty
Sign in / Sign up

Export Citation Format

Share Document