Factors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities

References

• Allinder, R. M. 1994. ”The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants.” Teacher Education and Special Education 17 (2): 86–95. https://doi.org/10.1177/088840649401700203.
   Google Scholar
• Balfanz, R., L. Herzog, and D. J. Mac Iver. 2007. “Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions.” Educational Psychologist 42 (4): 223–235. https://doi.org/10.1080/00461520701621079.
   Web of Science ®Google Scholar
• Bandura, A. 1994. “Self-Efficacy.” In Encyclopedia of Human Behavior, edited by V. S. Ramachaudran, 4: 71–81. New York: Academic Press. Reprinted in Encyclopedia of Mental Health, edited by H. Friedman. San Diego: Academic Press, 1998).
   Google Scholar
• Bell, S. M., M. Ziegler, and R. S. McCallum. 2004. “What Adult Educators Know Compared with What They Say They Know About Providing Research-Based Reading Instruction.” Journal of Adolescent & Adult Literacy 47 (7): 542–563.
   Web of Science ®Google Scholar
• Bloom, H. S., C. J. Hill, A. R. Black, and M. W. Lipsey. 2008. “Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions.” Journal of Research on Educational Effectiveness 1 (4): 289–328. https://doi.org/10.1080/19345740802400072.
   Google Scholar
• Boardman, A. G., M. E. Argüelles, S. Vaughn, M. T. Hughes, and J. Klingner. 2005. “Special Education Teachers’ Views of Research-Based Practices.” The Journal of Special Education 39 (3): 168–180. https://doi.org/10.1177/00224669050390030401.
   Web of Science ®Google Scholar
• Brown, K. S., L. A. Welsh, K. H. Hill, and J. P. Cipko. 2008. “The Efficacy of Embedding Special Education Instruction in Teacher Preparation Programs in the United States.” Teaching and Teacher Education 24 (8): 2087–2094. https://doi.org/10.1016/j.tate.2008.02.013.
   Web of Science ®Google Scholar
• Cook, B. G., and S. C. Cook. 2013. “Unraveling Evidence-Based Practices in Special Education.” The Journal of Special Education 47 (2): 71–82. https://doi.org/10.1177/0022466911420877.
   Web of Science ®Google Scholar
• Cook, B. G., M. Tankersley, and T. J. Landrum. 2009. “Determining Evidence-Based Practices in Special Education.” Exceptional Children 75 (3): 365–383. https://doi.org/10.1177/001440290907500306.
   Web of Science ®Google Scholar
• Cumpton, G., D. T. Schexnayder, C. T. King, and C. Stolp. 2012. Factors Associated with Education and Work After High School for the Classes of 2008 and 2009. Austin, TX: Central Texas Student Future Project.
   Google Scholar
• Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. https://doi.org/10.3102/0013189X08331140.
   Web of Science ®Google Scholar
• Effeney, G., and J. Davis. 2013. “Education for Sustainability: A Case Study of Pre-Service Primary Teachers’ Knowledge and Efficacy.” Australian Journal of Teacher Education 38 (5): 32–46. https://doi.org/10.14221/ajte.2013v38n5.4.
   Google Scholar
• Eija, Y.-P., J. Eila, and N. Pongsakdi. 2017. “Primary School Student Teachers’ Perceived and Actual Knowledge in Biology.” Center for Educational Policy Studies Journal 7 (4): 125–146. https://doi.org/10.26529/cepsj.367.
   Google Scholar
• Guskey, T. R., and P. D. Passaro. 1994. “Teacher Efficacy: A Study of Construct Dimensions.” American Educational Research Journal 31 (3): 627–643. https://doi.org/10.3102/00028312031003627.
   Web of Science ®Google Scholar
• Hamilton, L. S., and G. P. Hunter. 2020. “Where Do Educators Turn to Address Instructional and Behavior Challenges?” RAND Corporation. https://www.rand.org/pubs/research_reports/RR2575z9-1.html.
   Google Scholar
• Hirsch, S. E., K. N. Randall, E. A. Common, and K. L. Lane. 2020. “Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43 (4): 281–295. https://doi.org/10.1177/0888406419876926.
   Google Scholar
• Hussar, B., J. Zhang, S. Hein, K. Wang, A. Roberts, J. Cui, M. Smith, F. Bullock Mann, A. Barmer, and R. Dilig. 2020. “The Condition of Education 2020 (NCES 2020-144).” U.S. Department of Education. Washington, DC.: U.S. Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144.
   Google Scholar
• Johnston, W. R., L. S. Hamilton, D. Grant, C. M. Setodji, C. J. Doss, and C. J. Young. 2020. “Learn Together Surveys: 2019 Technical Documentation and Survey Results.” RAND Corporation. https://www.rand.org/pubs/research_reports/RR4332.html.
   Google Scholar
• Klehm, M. 2014. “The Effects of Teacher Beliefs on Teaching Practices and Achievement of Students with Disabilities.” Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37 (3): 216–240. https://doi.org/10.1177/0888406414525050.
   Google Scholar
• Kruger, J., and D. Dunning. 1999. ”Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.” Journal of Personality and Social Psychology 77 (6): 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121.
   PubMed Web of Science ®Google Scholar
• Martinussen, R., J. Ferrari, M. Aitken, and D. Willows. 2015. “Pre-Service Teachers’ Knowledge of Phonemic Awareness: Relationship to Perceived Knowledge, Self-Efficacy Beliefs, and Exposure to a Multimedia-Enhanced Lecture.” Annals of Dyslexia 65 (3): 142–158. https://doi.org/10.1007/s11881-015-0104-0.
   PubMed Web of Science ®Google Scholar
• Mathews, H. M., S. E. Hirsch, and W. J. Therrien. 2018. “Becoming Critical Consumers of Research: Understanding Replication.” Intervention in School and Clinic 53 (5): 267–275. https://doi.org/10.1177/1053451217736863.
   Web of Science ®Google Scholar
• McKenna, J. W., M. Shin, and S. Ciullo. 2015. “Evaluating Reading and Mathematics Instruction for Students with Learning Disabilities: A Synthesis of Observation Research.” Learning Disability Quarterly 38 (4): 195–207. https://doi.org/10.1177/0731948714564576.
   Web of Science ®Google Scholar
• Ottley, J. R., C. G. Coogle, and N. L. Rahn. 2015. “The Social Validity of Bug-In-Ear Coaching: Findings from Two Studies Implemented in Inclusive Early Childhood Environments.” Journal of Early Childhood Teacher Education 36 (4): 342–361. https://doi.org/10.1080/10901027.2015.1100146.
   Web of Science ®Google Scholar
• Park, C., M. P., Gardner, and V. K. Thukral. 1988. “Self-Perceived Knowledge: Some Effects on Information Processing for a Choice Task.” The American Journal of Psychology 101 (3): 401–424. https://doi.org/10.2307/1423087.
   Web of Science ®Google Scholar
• Pregot, M. V. 2021. “Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?” International Journal of Educational Reform 30 (1): 3–20. https://doi.org/10.1177/1056787920967114.
   Google Scholar
• Rotermund, S., J. DeRoche, and R. Ottem. 2017. “Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12 (NCES 2017-200).” Washington, D.C.: Institute of Education Sciences, National Center for Education Statistics.
   Google Scholar
• Stelitano, L., W. R. Johnston, and C. J. Young. 2020. “Principals Could Use More Support to Help Students with Disabilities – Especially in Schools Serving Mostly Students of Color.” RAND. https://www.rand.org/pubs/research_reports/RR2575z13.html.
   Google Scholar
• Swanson, E., J. Wanzek, L. McCulley, S. Stillman-Spisak, S. Vaughn, D. Simmons, M. Fogarty, and A. Hairrell. 2016. “Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms.” Reading & Writing Quarterly 32 (3): 199–222. https://doi.org/10.1080/10573569.2014.910718.
   Web of Science ®Google Scholar
• Taie, S., and R. Goldring. 2020. ““Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017–18 National Teacher and Principal Survey First Look (NCES 2020-142).” U.S. Department of Education. Washington, DC.: U.S. Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020142.
   Google Scholar
• U.S. Department of Education, Institute of Educational Sciences, National Center for Education Statistics. 2018. “Digest of Education Statistics: 2017 (NCES 2018-070).” Chapter 2. https://nces.ed.gov/programs/digest/d18/tables/dt18_204.60.asp.
   Google Scholar
• U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. 2019. “2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts.” https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020012.
   Google Scholar
• Vaughn, S., E. A. Swanson, G. Roberts, J. Wanzek, S. J. Stillman‐Spisak, M. Solis, and D. Simmons. 2013. “Improving Reading Comprehension and Social Studies Knowledge in Middle School.” Reading Research Quarterly 48 (1): 77–93. https://doi.org/10.1002/rrq.039.
   Web of Science ®Google Scholar
• Wexler, J., D. M. Kearns, C. J. Lemons, M. Mitchell, E. Clancy, K. A. Davidson, A. C. Sinclair, and Y. Wei. 2018. “Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms.” Exceptional Children 84 (4): 384–402. https://doi.org/10.1177/0014402918771543.
   Web of Science ®Google Scholar
• Wexler, J., M. A. Mitchell, E. E. Clancy, and R. D. Silverman. 2017. “An Investigation of Literacy Practices in High School Science Classrooms.” Reading & Writing Quarterly 33 (3): 258–277. https://doi.org/10.1080/10573569.2016.1193832.
   Web of Science ®Google Scholar