Developing preservice special educators' understandings of curricular content knowledge in inclusive and self-contained settings is essential. The purpose of the present study was to better understand specific preparation practices teacher educators use to equip preservice special educators with curricular content knowledge. Using a survey…

This descriptive study employed mixed methods to explore preservice teachers' initial knowledge and subsequent use of explicitly taught reading comprehension strategies in primary grade classrooms during a year-long, field-based teacher preparation program. Self-Knowledge Rating Surveys, Strategy Multiple-Choice Tests, strategy logs, lesson plans,…