Increasing Pre-service Special Education Teacher Skills on Performance Feedback
By Tosha L. Owens, East Carolina University; Melissa E. Hudson, East Carolina University; Karen S. Voytecki, East Carolina University Issue:
Careers and Professional Growth
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I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities
By Sara Sanders, University of Alabama; Skip Kumm, University of Alabama; Brandis M. Ansley, Central Michigan University; Kristine Jolivette, University
Assessing the Implementation of Differentiated Instruction Using Technology within Pre-Service Teacher Education Programs
By Annah L. Hill, Indiana University of Pennsylvania; Mariha K. Shields, Indiana University of Pennsylvania Issue: Winter 2022 DOI: 10.64546/jaasep.478
The Impact of a Community-University Partnership Program on Special Education Teacher Training in Autism Spectrum Disorder
By Emily R. Shamash, Fairfield University; Alyson M. Martin, Fairfield University Issue: Fall 2021 DOI: 10.64546/jaasep.468 According to the Centers
Educational Leaders’ Perspectives on their Preparation, Practice, and Professional Development in Multi-Tiered Systems of Support
By Jodi Drury, University of Massachusetts- Amherst; Michael P. Krezmien, University of Massachusetts- Amherst; Kristine A. Camacho, Worcester State University;
Special Advice for Special Educators
By Nicklaus Khan This issue of NASET’s Practical Teacher series was written by Mr. Nicklaus Khan. New teachers in the
An Examination of the Correlation Between Administrator Teacher Support and Teacher Self-Efficacy Level
By Shiradon H. Kirk, Chester County High School; Aarek W. Farmer, Freed-Hardeman University; Charles Vires, Freed-Hardeman University Issue: Spring/Summer 2021
Short-Term Fun or Long-Term Outcomes? The Effects of Authentic Pedagogy on the Dispositional Development of College Students Learning about the Educational Needs of Children with Disabilities
By Laura Bassette, Ball State University; Ruth Jefferson, Ball State University; Matthew Stuve, Ball State University; Anthony Mangino, Ball State
Is Practice in a Mixed-Reality Environment Better than Role Play for Promoting Implementation Fidelity of the Constant Time Delay Procedure for Special Education Undergraduates?
By Melissa E. Hudson, East Carolina University Issue: Winter 2021 DOI: 10.64546/jaasep.448 Preservice special education teacher candidates preparing to teach