Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure
Abstract
Teachers who draw upon specialized knowledge in their instructional practice can be drivers of positive student outcomes, especially for students classified as having special educational needs. Although there are generally agreed upon characteristics of high-quality instruction that can be measured with well-constructed instruments (e.g., Danielson, 2011), supporting the development of teachers with specialized credentials (e.g., special...
Paper Details
Title
Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure
Published Date
Sep 1, 2021
Volume
70
Pages
100986 - 100986
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