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Full-Text Articles in Education
Collaboration With Community Partners To Enhance Clinical Practice, Susan Keesey, Christina Noel, Nancy Hulan, Pete Hoechner
Collaboration With Community Partners To Enhance Clinical Practice, Susan Keesey, Christina Noel, Nancy Hulan, Pete Hoechner
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Teacher preparation programs are shifting focus to models that integrate pedagogy and coursework into an applied clinical teaching model. Research clearly supports this change to help new teachers prepare for the demographics of today’s classrooms. Teacher preparation is improved through the implementation of high-leverage practices, the key skills new teachers are expected to know and apply. This article highlights a collaborative professional development day designed to strengthen the clinical partnership by developing a shared vision and common language by incorporating high-leverage practices.
Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer
Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …
Using High-Leverage Practices To Support Twice Exceptional Learners, Susan Keesey, Kelsey Highbaugh
Using High-Leverage Practices To Support Twice Exceptional Learners, Susan Keesey, Kelsey Highbaugh
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Students documented as twice-exceptional, possessing both giftedness and a disability, are a group of learners that despite strong potential, are often misunderstood and misdiagnosed. Often, for these students, either the giftedness hides the disability or the disability overshadows the giftedness. It is important that teacher education programs help preservice teachers learn how to recognize and support students classified as twice-exceptional. High-leverage practices can help support twice-exceptional students. This article demonstrates how all four key components of HLPs (i.e., collaboration, assessment, social/emotional/behavioral practices, and instruction) can be incorporated into the plan to support twice-exceptional learners and maximize learning outcomes for these …