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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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What's this?

A Study of Novice Special Educators' Views of Evidence-Based Practices

Melissa L. Jones

Eastern Illinois University

With the implementation of the No Child Left Behind Act (2001), the Council for Exceptional Children's Content Standards for Beginning Special Education Teachers (2002), and the reauthorization of the Individuals with Disabilities Education Improvement Act (2004), the research to practice gap in special education has garnered increased attention. The author utilizes collective case studies to explore this phenomenon through the eyes of 10 novice special educators. Specifically, the author seeks to determine the teachers' perceptions of research in general as well as their use of six broad practices that are supported by research for students with high-incidence disabilities. The use of interviews, observations, and self-report measures resulted in findings that indicate low rates of implementation and a lack of alignment between the beginning teachers' words and actions. The author identifies barriers and facilitating factors, discusses implications for preservice preparation, and presents recommendations for further research.

Key Words: research-based practices • research to practice gap • new teachers • teacher perceptions

This version was published on May 1, 2009

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 32, No. 2, 101-120 (2009)
DOI: 10.1177/0888406409333777
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