Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406417754239
An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406417739677
Using Multimedia Instruction and Performance Feedback to Improve Preservice Teachers’ Vocabulary Instruction
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418801913
Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418758464
“Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418765611
Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418806643
The Coverage of Classroom Management in Teacher Evaluation Rubrics
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418781918
The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406417735876
Morphology Matters, but What Do Teacher Candidates Know About It?
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418806649
Perceived Skills and Training Needs Among Singaporean School Personnel in Using Functional Behavior Assessments and Behavioral Interventions
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418806639
The Landscape of Special Education Licensure, 2016
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418761533
Simulated Individualized Education Program Meetings: Valuable Pedagogy Within a Preservice Special Educator Program
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418788920
Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418767254
A Comparison of Autism-Specific Training Outcomes for Teachers and Paraeducators
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406419839771
Teaching Observational Data Collection to Early Childhood Preservice Educators
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406419836147
Effect of Preservice Classroom Management Training on Attitudes and Skills for Teaching Children With Emotional and Behavioral Problems: A Randomized Control Trial
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406417735877
Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418776714
Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418793929
Breaking the Cycle: Preparing Pre-Service Teachers for Disability-Related Discussions
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406418754326
Results of Practice-Based Professional Development for Supporting Special Educators in Learning How to Design Functional Assessment–Based Interventions
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406419876926
Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406419839123
Demonstrating Conceptual Understanding of Fraction Arithmetic: An Analysis of Pre-Service Special and General Educators’ Visual Representations
来源期刊：Teacher Education and Special EducationDOI：10.1177/0888406419880540
