Abstract
Special Education Teacher preparation programs face great challenges in assuring that their graduates are prepared for the demands of today's classrooms. This research examines the test and grade results earned by 91 currently employed teachers that completed the same certification program in Learning Disabilities. The results of this multivariate analysis found a level of significance between course grades and test scores. These outcomes suggest recommendations for program improvement by identifying conditions that positively impact candidates' achievement and teacher competency. The findings support the need for content-base coursework in special education, offering field-based experiences tied to the courses' content curricula, and teaching of the behaviorist and cognitive theories' instructional practices.
Recommended Citation
Pae, Holly
(2016)
"Evaluating a Special Education Teacher Program: The Relationships between Graduates’ Standardized Test and Course Grade Performances,"
Teacher Education Journal of South Carolina: Vol. 9:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol9/iss1/6