The meaning of highly qualified and a clear road map to accomplishment

Critical Issues in Training Special Education Teachers

Volumn , Issue , 2014, Pages 195-207

  Gelman, Jennifer A ^a   Pullen, Patricia L ^a   Kauffman, James M ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84925781026     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315045979     Document Type: Chapter

References (19)

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2. Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38, 39-55.
3. Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policy makers consider? The Journal of Special Education, 38, 56-61.
4. Cochran-Smith, M. (2002). What a difference a definition makes: Highly qualified teachers, scientific research, and teacher education. Journal of Teacher Education, 53, 187-189.
5. Education Commission of the States. (2003). Helping state leaders shape educational policy: Special education. Denver, CO: Author. Retrieved October 25, 2003, from http://www.ecs.org/html/issue.asp7issueid =112
6. Elementary and Secondary Education Act. (2001). No Child Left Behind Act of 2001. Washington, DC: U.S. Department of Education. Retrieved October 27, 2003, from http://www.ed.gov/policy/elsec/leg/esea02/ beginning.html
7. Futrell, M. H. (2000). The challenge of the 21st century: Developing a highly qualified cadre of teachers to teach our nation’s diverse student population. Journal of Negro Education, 68, 318-334.
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9. Hardman, M. L., & West, J. (2003). Increasing the number of special education faculty: Policy implications and future directions. Teacher Education and Special Education, 26, 206-214.
10. Hirsch, E. D. (1996). The schools we need and why we don’t have them. New York: Doubleday.
11. Kaplan, L. S., & Owings, W. A. (2003). No child left behind: The politics of teacher quality. Phi Delta Kappan, 84, 687-692.
12. Kauffman, J. M. (1993). How we might achieve the radical reform of special education. Exceptional Children, 60, 6-16.
13. Kauffman, J. M. (1994). Places of change: Special education’s power and identity in an era of educational reform. Journal of Learning Disabilities, 27, 610-618.
14. Kauffman, J. M. (2002). Education deform: Bright people sometimes say stupid things about education. Lanham, MD: Scarecrow Education.
15. Kauffman, J. M., & Hallahan, D. P. (2005). Special education: What it is and why we need it. Boston: Allyn & Bacon.
16. Kauffman, J. M., & Landrum T. J. (in press). Children and youth with emotional and behavioral disorders: A brief history of their education. Austin, TX: Pro-Ed.
17. Keller, B. (2003a, November 12). Education school courses faulted as intellectually thin. Education Week. Retrieved November 28, 2003, from http://www.edweek.org/ew/ewstory.cfm?slug=l lEdschools.h23& tbstoryid=60
18. Keller, B. (2003b, October 29). States claim teachers are “qualified.” Education Week. Retrieved November 9, 2003, from http://www.edweek.com/ew/ewstory.cfm?slug=09Qualified.h23
19. Laczko-Kerr, I., & Berliner, D. C. (2002, September 6). The effectiveness of “Teach for America” and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives. Retrieved October 28, 2003, from http://epaa.asu.edu/epaa/vl0n37/