Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 5 of 5
Full-Text Articles in Education
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
Journal of Educational Research and Innovation
With the continued interest in trauma-informed practice (TIP) knowledge at the P-12 level, it has become imperative to consider the role of teacher preparation programs in providing this crucial knowledge to preservice educators. The TIP program at Mountain U (pseudonym) School of Education (SOE) is working to increase the current TIP knowledge of preservice teachers so that they are ready to implement TIP from the beginning of their careers. This paper adds to the trauma-informed literature in teacher preparation by describing the TIP initiative at Mountain U. It provides a roadmap for schools and departments that want to undertake this …
The Big Sky Five: A Statewide Effort To Increase Teacher Preparedness For Inclusive Classrooms, Trent Atkins, Estee Aiken, Jayne Downey
The Big Sky Five: A Statewide Effort To Increase Teacher Preparedness For Inclusive Classrooms, Trent Atkins, Estee Aiken, Jayne Downey
Journal of Educational Research and Innovation
The purpose of this paper is to describe a state-wide process used to determine which Teaching Works High Leverage Practices (Ball, 2016) pre-service teachers could be expected to implement at a proficient level by the completion of their preparation program (Initial HLPs), followed by two sets of high leverage practices novice teachers could master during their induction years (Induction and Expert HLPs) (Ball & Forzani, 2011; McLeskey & Brownell, 2015). Data were collected from a wide variety of stakeholders, including K-12 teachers, administrators, and educator preparation program faculty from across the state (N=203). Findings identified five High Leverage Practices that …
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Journal of Educational Research and Innovation
Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.
Pre-Service Teachers’ Reflective Writing And Learning In Early Field Experiences, Deborah Romero, Mandi Leigh, Weihsuan Lo
Pre-Service Teachers’ Reflective Writing And Learning In Early Field Experiences, Deborah Romero, Mandi Leigh, Weihsuan Lo
Journal of Educational Research and Innovation
As cultural and linguistic diversity (CLD) in schools increases so does the demand for more qualified teachers. Enrollment declines in teacher preparation programs and national teacher shortages, particularly teachers prepared to work with CLD students, further exacerbate the situation. As teacher preparation programs seek to meet the demands for teachers, this study addresses a gap in research and practice that examines pre-service teacher (PST) reflections conducted as part of a non-credit very early field experience (EFE). The study addresses two questions:1) How does participation in EFE shape PST learning and professional identities as expressed in written reflections? 2) In what …
A Comparative Study Of Saudi Arabian And U.S. Pre-Service Teachers’ Readiness For Technology Integration, Yosra M. Bugis, Randy Larkins
A Comparative Study Of Saudi Arabian And U.S. Pre-Service Teachers’ Readiness For Technology Integration, Yosra M. Bugis, Randy Larkins
Journal of Educational Research and Innovation
The purpose of this study is to understand how prepared teachers in two countries are to utilize technology effectively in a physical and virtual classroom environment. This research is a comparative study of Saudi Arabian and US preservice teachers’ readiness for technology integration in their actual teaching practices. Survey methodology was used to measure both knowledge and attitudinal variables found to be important to later integration of technology into teaching among preservice teachers. The results provide updated insight into the status of US and Saudi Arabian preservice teachers’ proficiencies and attitudes toward integrating technology into their teaching and implications for …