Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Boardman, A. G.
Right arrow Articles by Klingner, J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Boardman, A. G.
Right arrow Articles by Klingner, J.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Special Education Teachers' Views of Research-Based Practices

Alison Gould Boardman

University of Texas at Austin, alison.boardman{at}colorado.edu

María Elena Argüelles

University of Texas at Austin

Sharon Vaughn

University of Texas at Austin

Marie Tejero Hughes

University of Illinois at Chicago

Janette Klingner

University of Colorado at Boulder

Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practices were introduced within target teachers' schools and their reaction to the appropriateness of these practices for students with special needs. Findings revealed that most teachers were not pressed to use practices supported by their school or district. Furthermore, the notion of "research-based" was not important as a criterion for selection. Teachers sought instructional practices that were feasible, were appropriate for their students, were accompanied by all necessary materials and professional development support, and could be individualized for multilevel classrooms.

The Journal of Special Education, Vol. 39, No. 3, 168-180 (2005)
DOI: 10.1177/00224669050390030401
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Special EducationHome page
M. K. Burns and J. E. Ysseldyke
Reported Prevalence of Evidence-Based Instructional Practices in Special Education
Journal of Special Education, May 1, 2009; 43(1): 3 - 11.
[Abstract] [PDF]

Home page
 Journal of Positive Behavior InterventionsHome page
S. Lohrmann, S. Forman, S. Martin, and M. Palmieri
Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention
Journal of Positive Behavior Interventions, October 1, 2008; 10(4): 256 - 269.
[Abstract] [PDF]

Home page
 REVIEW OF RESEARCH IN EDUCATIONHome page
A. J. Artiles, E. B. Kozleski, S. Dorn, and C. Christensen
Chapter 3: Learning in Inclusive Education Research: Re-mediating Theory and Methods With a Transformative Agenda
Review of Research in Education, January 1, 2006; 30(1): 65 - 108.
[PDF]