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GENERAL EDUCATION<br />

Teacher Preparation Status<br />

Extensive<br />

Preparation<br />

Some<br />

Preparation<br />

None<br />

Teach assigned<br />

a<br />

subject <strong>matter</strong><br />

70<br />

69<br />

83<br />

Select curricular<br />

a<br />

materials<br />

40<br />

46<br />

67<br />

Plan lessons<br />

effectively<br />

a<br />

44<br />

62<br />

84<br />

Use variety of<br />

<strong>in</strong>structional methods<br />

a<br />

40<br />

51<br />

74<br />

Assess students<br />

a<br />

47<br />

55<br />

71<br />

Handle classroom<br />

a<br />

management<br />

37<br />

45<br />

59<br />

43<br />

Use computers <strong>in</strong><br />

a<br />

35<br />

Instruction<br />

43<br />

//<br />

0 30 40 50 60 70 80 90<br />

Percentage of Well Prepared<br />

General Education Teachers<br />

Figure 3. Percentage of <strong>beg<strong>in</strong>n<strong>in</strong>g</strong> <strong>teacher</strong>s <strong>in</strong><br />

general education who reported be<strong>in</strong>g well prepared<br />

<strong>in</strong> each of seven categories of teach<strong>in</strong>g capability by<br />

<strong>teacher</strong> <strong>preparation</strong> status. a For all of the seven<br />

teach<strong>in</strong>g capabilities, the differences among the<br />

three levels of <strong>teacher</strong> <strong>preparation</strong> were statistically<br />

significant at the p

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