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Full-Text Articles in Education
Overcoming Co-Teaching Challenges, Sharon Gerst, Lucinda Spaulding
Overcoming Co-Teaching Challenges, Sharon Gerst, Lucinda Spaulding
Lucinda S. Spaulding
This presentation provides research results from a systematic grounded theory study conducted in an urban school district in Eastern Iowa. The study sought to explain the process by which general education and special education teachers overcome challenges inherent in co-teaching. The theory developed by the study explains how teachers can overcome problems frequently encountered in co-teaching. Recommendations for how administrators and teachers can apply this theory to improving and facilitating co-teaching partnerships are provided.
Teacher Preparation For Inclusive Education: Increasing Knowledge But Raising Concerns, Chris Forlin, Dianne Chambers
Teacher Preparation For Inclusive Education: Increasing Knowledge But Raising Concerns, Chris Forlin, Dianne Chambers
Dianne J Chambers
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range …
Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers
Interpreting Inclusivity: An Endeavour Of Great Proportions, Richard G. Berlach, Dianne Chambers
Dianne J Chambers
Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school-based inclusivity framework – a three-faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the …
Using Learning Walks To Improve Collaboration And Charter School Performance – A University/ P-12 School Partnership: Year One, Paul Thomas Bole, Ken Farizo
Using Learning Walks To Improve Collaboration And Charter School Performance – A University/ P-12 School Partnership: Year One, Paul Thomas Bole, Ken Farizo
Paul Thomas Bole
Many universities exist apart from their community’s public schools. A New Orleans area public university took measures to facilitate collaborative partnerships with four public schools. Those schools were taken-over and converted to charter schools by state officials for poor performance. The partnerships created simultaneous opportunities and challenges, especially in the aftermath of the infamous Hurricane Katrina. One challenge involved replacing damaged school buildings. Another challenge involved forging productive relationships. This article explains how the university utilized ‘Learning Walks’ (Resnick, 1996) to facilitate stakeholder collaboration, which blossomed into partnerships facilitating school and student improvement and professional development opportunities for both entities.