It is essential for teacher candidates to be knowledgeable in behavior management, but the most effective method of training teacher candidates’ in this area is unknown. In this study a behavior management course, a common method for training teacher candidates in behavior management, is evaluated. An Interactive Teaching Assessment was developed to measure participants’ knowledge of behavior management in a behavior management course and compared to participants’ knowledge in this area in a control condition. The methods, results, implications, and steps for future research in this area are discussed.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

It is essential for teacher candidates to be knowledgeable in behavior management, but the most effective method of training teacher candidates’ in this area is unknown. In this study a behavior management course, a common method for training teacher candidates in behavior management, is evaluated. An Interactive Teaching Assessment was developed to measure participants’ knowledge of behavior management in a behavior management course and compared to participants’ knowledge in this area in a control condition. The methods, results, implications, and steps for future research in this area are discussed.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

There is a critical need to identify effective delivery methods to increase the availability and impact of transition teacher preparation programs on knowledge and practices. The purpose of this research was to determine if the transition online courses are a viable means to increase the accessibility of critically needed transition education to teachers nationwide. Another purpose was to identify students perceptions regarding the benefits and barriers to online learning. This study examined the perceptions of 39 graduate students enrolled in 2 transition online courses offered in Spring 06. A mixed methods approach utilized an online survey, and focus group interviews to identify practitioners perspectives of the effectiveness of the online transition coursework. Students identified benefits that included flexibility, opportunity to interact with students and experts from various geographic regions, and for some students, an improved quality of learning. The most frequently identified barrier was that the coursework was time consuming. Other disadvantages included missing the face-to-face interaction, less access to professor, and technology issues. Overall, the students responses were varied； some students reported a better learning experience compared to face-to-face courses, some said it was the same, and some indicated they would have preferred the face-to-face format. Online education offers cause for optimism for improving transition practices. Students commented that the transition knowledge and skills they gained from the course was practical information that they were able to apply to current situations and programs. Students offered examples of the impact the courses had already had on their practices including improved IEP planning and implementation, knowledge and use of transition assessments, and working with families. Students perception of their online experience is vital information for online instructors. Online instructors can use this feedback to enhance teacher/student interaction, and to modify course design and organization to improve students learning experience.

School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage is the movement to augment the existing teaching force with minority teachers in order to more closely reflect the changing demographics of the student population. Many states/districts have turned to alternative routes to teaching certification as the answer to expedite the recruitment of teachers. A largely untapped resource for new teachers can be found among the talented paraprofessional employees already employed within the school districts. Paraprofessional employees working in todays classrooms offer a wealth of classroom knowledge and experience in these potential teachers. Districts seeking to recruit these employees as potential students need information on how to support and promote the hiring of teachers representative of minority groups that reflect the demographic composition of the student population. The primary purpose of this study is to identify the obstacles faced by paraprofessionals in a large urban school district who aspire to become certified teachers by pursuing a bachelors degree. Using naturalistic inquiry techniques, paraprofessionals wishing to become teachers completed questionnaires and participated in individual interviews. The data were examined and categorized using qualitative techniques in order to identify recurrent and common emerging themes where community colleges and universities can work to increase their support of these students and where school districts can increase levels of supports.

Advanced writing students at Brigham Young University BYU) appear to have little confidence in their abilities to write. In spite of the fact that these juniors and seniors have completed an introductory writing course or its equivalent and have written papers for many of their college classes, they are often hesitant to take the required advanced writing class. In spite of evidence that students have concerns about their abilities to write, we do not understand in a deep way the struggles people have with writing. To more fully understand the experiences of these students and to begin to identify students concerns about writing, the goal of this study was to identify some students who struggle with their beliefs about their ability to write, and to try to understand the nature of their struggles. Although this study stied insights into other areas, the main question addressed was “What are advanced writing students beliefs about themselves as writers?” Four students were interviewed regularly throughout the semester, and case studies were prepared that offered indicators that students have negative beliefs about their writing, and that included what students say about their writing experiences that might suggest the nature of their struggles. Additionally, physical artifacts of all 50 of the students in two technical writing courses were analyzed, including assignments, reflection papers, and the final exam. Cross-case analysis was performed to compare comments, and insights； the patterns that evolved among all 50 students were analyzed. A recurring theme emerged: students not only believed that they didnt write well, but that they couldnt obtain the tools for learning to do so. These beliefs of negative self-efficacy affected the quality of students writing, as well as their attitudes about writing. This study also suggests ideas for future research in more fully understanding students writing beliefs, as well as implications for students who struggle and those who want to help them, including instructors, and instructional designers.