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dc.contributor.authorWilliams, Thomas O., Jr.
dc.contributor.authorErnst, Jeremy V.
dc.contributor.authorRossi, Louis
dc.date.accessioned2019-03-20T18:28:46Z
dc.date.available2019-03-20T18:28:46Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10919/88506
dc.description.abstractAs integrated STEM education becomes more commonplace, the number of inclusive STEM classrooms containing students with disabilities will continue to rise. This presents many challenges to both STEM education teachers and Special education teachers. Do STEM education and Special education teachers have the appropriate credentials to effectively support the diverse needs of students and curriculum in inclusive STEM education classes? To examine this question, this study utilized a secondary analysis of the 2011- 2012 Schools and Staffing Survey Teacher Questionnaire restricted-use dataset to produce a nationally representative sample to determine how the degrees and state-level certification areas of Special education teachers and STEM education teachers reflect potential indicators of preparedness to educate students with disabilities in an inclusive STEM education classroom.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectSpecial educationen_US
dc.subjectSTEM educationen_US
dc.subjectSchool and Staffing Survey Teacher Questionnaireen_US
dc.subjectCredentialsen_US
dc.subjectInclusionen_US
dc.titleTeaching Credentials in the Inclusive STEM Classroomen_US
dc.typeArticle - Refereeden_US
dc.title.serialInclusionen_US
dc.identifier.volume19en_US
dc.identifier.issue4en_US
dc.type.dcmitypeTexten_US


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Attribution 3.0 United States
License: Attribution 3.0 United States