View in EDS HTML Full Text PDF Full Text

Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing.

Saved in:
Bibliographic Details
Title: Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing.
Authors: Ray, Amber B.1 (AUTHOR) amberray@illinois.edu, Chamberlin-Kim, Janet2 (AUTHOR), Barcarse, Tierney3 (AUTHOR)
Source: Teacher Development. Nov2025, Vol. 29 Issue 5, p1042-1060. 19p.
Subject Terms: *Special education, *College entrance examinations, *Competency tests (Education), *Teacher education, *Writing education, *Diversity & inclusion policies, *Writing processes, Equality
Abstract: To help diversify the special education teacher workforce, support needs to be provided to help racially and ethnically diverse students pass required entrance exams to get into special education teacher preparation programs. Many universities and states require special education teacher candidates to pass the Praxis Core: Writing exam. Special education teachers need to be competent writers. This pretest posttest design study included special education teacher applicants from diverse backgrounds across the Hawaiian Islands. Participants were taught planning and composing strategies using the Self-Regulated Strategy Development model. The writing intervention statistically enhanced applicants' writing knowledge, argumentative writing abilities, and informative source-based writing abilities. Furthermore, the majority of participants who took the official Praxis Core: Writing exam earned passing scores. Findings support the use of systematic writing instruction as an effective strategy in reducing entrance exam barriers, thereby providing more equitable recruitment and preparation of racially and ethnically diverse special education teachers. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 188897040
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ray%2C+Amber+B%2E%22">Ray, Amber B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amberray@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22Chamberlin-Kim%2C+Janet%22">Chamberlin-Kim, Janet</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Barcarse%2C+Tierney%22">Barcarse, Tierney</searchLink><relatesTo>3</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Nov2025, Vol. 29 Issue 5, p1042-1060. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+entrance+examinations%22">College entrance examinations</searchLink><br />*<searchLink fieldCode="DE" term="%22Competency+tests+%28Education%29%22">Competency tests (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To help diversify the special education teacher workforce, support needs to be provided to help racially and ethnically diverse students pass required entrance exams to get into special education teacher preparation programs. Many universities and states require special education teacher candidates to pass the Praxis Core: Writing exam. Special education teachers need to be competent writers. This pretest posttest design study included special education teacher applicants from diverse backgrounds across the Hawaiian Islands. Participants were taught planning and composing strategies using the Self-Regulated Strategy Development model. The writing intervention statistically enhanced applicants' writing knowledge, argumentative writing abilities, and informative source-based writing abilities. Furthermore, the majority of participants who took the official Praxis Core: Writing exam earned passing scores. Findings support the use of systematic writing instruction as an effective strategy in reducing entrance exam barriers, thereby providing more equitable recruitment and preparation of racially and ethnically diverse special education teachers. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188897040
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13664530.2025.2458041
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1042
    Subjects:
      – SubjectFull: Special education
        Type: general
      – SubjectFull: College entrance examinations
        Type: general
      – SubjectFull: Competency tests (Education)
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Writing processes
        Type: general
      – SubjectFull: Equality
        Type: general
    Titles:
      – TitleFull: Write to teach: reducing entrance barriers for special education teacher applicants through SRSD writing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ray, Amber B.
      – PersonEntity:
          Name:
            NameFull: Chamberlin-Kim, Janet
      – PersonEntity:
          Name:
            NameFull: Barcarse, Tierney
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 13664530
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Teacher Development
              Type: main
ResultId 1