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Working Together: Graduate Level Special Education Teacher Recruitment through a School-University Partnership

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Title: Working Together: Graduate Level Special Education Teacher Recruitment through a School-University Partnership
Language: English
Authors: Adam W. Jordan, Kevin Eakes, Hannah Woods
Source: Journal of the American Academy of Special Education Professionals. 2024:73-91.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Preservice Teachers, Special Education Teachers, Teacher Recruitment, Partnerships in Education, Preservice Teacher Education, College School Cooperation, Teacher Certification, Regular and Special Education Relationship, Scores
Assessment and Survey Identifiers: Praxis Series
ISSN: 2325-7466
Abstract: Recruiting special education teacher candidates to teacher preparation programs and to special education classrooms continues to be a national struggle (National Center for Education Statistics, 2022; United States Department of Education, 2021). While a number of solutions to this decades-long problem have been explored, we offer the analysis of a school-university partnership designed to target active, certificate-holding general education teachers for inclusion in a special education certificate program. The program of focus is designed to prepare general educators for certification eligibility and practice as highly-qualified special education teachers intent upon remaining in their current P-12 districts. The value of having general education teachers and special education teachers engage in co-professional development, particularly focused on co-teaching, has a history of successful collaboration (Miller & Oh, 2013). It is plausible, then, to recognize the value of preparing successful general educators to transition to the special educator role (Fee et al., 2012). An outline of a cohort-designed special education graduate certificate program is described. Results are reported based on data obtained from completer surveys, qualitative interviews, and Praxis examination scores. Suggestions for ways in which human resource professionals can help foster school-university partnerships are provided.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-fall-2024/working-together-graduate-level-special-education-teacher-recruitment-through-a-school-university-partnership
Accession Number: EJ1446394
Database: ERIC
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  Data: Working Together: Graduate Level Special Education Teacher Recruitment through a School-University Partnership
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. 2024:73-91.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: Recruiting special education teacher candidates to teacher preparation programs and to special education classrooms continues to be a national struggle (National Center for Education Statistics, 2022; United States Department of Education, 2021). While a number of solutions to this decades-long problem have been explored, we offer the analysis of a school-university partnership designed to target active, certificate-holding general education teachers for inclusion in a special education certificate program. The program of focus is designed to prepare general educators for certification eligibility and practice as highly-qualified special education teachers intent upon remaining in their current P-12 districts. The value of having general education teachers and special education teachers engage in co-professional development, particularly focused on co-teaching, has a history of successful collaboration (Miller & Oh, 2013). It is plausible, then, to recognize the value of preparing successful general educators to transition to the special educator role (Fee et al., 2012). An outline of a cohort-designed special education graduate certificate program is described. Results are reported based on data obtained from completer surveys, qualitative interviews, and Praxis examination scores. Suggestions for ways in which human resource professionals can help foster school-university partnerships are provided.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 73
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Teacher Certification
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      – SubjectFull: Regular and Special Education Relationship
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      – TitleFull: Working Together: Graduate Level Special Education Teacher Recruitment through a School-University Partnership
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