Open AccessA KNOWLEDGE BASE FOR BEGINNING SPECIAL EDUCATION TEACHERS
Author(s) -
Wesley Scott
Publication year - 1993
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.1993.tb01573.x
Subject(s) - citation , library science , service (business) , psychology , sociology , computer science , economy , economics
ABSTRACT A job analysis was conducted to define the content domain in which newly licensed (certified) special education teachers must be knowledgeable to perform their jobs in a competent manner. The results of the job analysis will be used to develop test specifications for the Subject Assessment in Special Education of the Praxis Series: Professional Assessments for Beginning Teachers. A draft domain of knowledge statements was developed by Educational Testing Service staff with input from subject matter experts. The draft domain was reviewed by a panel of 11 subject matter experts and an advisory committee of 9 special education experts. An inventory with 189 knowledge statements in 11 categories was then subjected to verification through a national survey of 612 special education teachers, 306 college faculty, and 102 administrators. Participants rated the statements in terms of their importance for newly licensed special education teachers. Only 8 statements received lower than the 2.50 importance rating cutoff. The 181 statements that were verified as important can be used as the basis for the development of test specifications. Six appendixes provide supplemental information, including the survey and a lengthy table of importance ratings. Six tables illustrate study findings. (Contains 16 references.) (SLD)