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Articles 1 - 4 of 4
Full-Text Articles in Education
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick
Journal of Science Education for Students with Disabilities
Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …
Exploration Of Classroom Seating Arrangement And Student Behavior In A Second Grade Classroom, Kate Simmons, Laura Carpenter, Schronna Crenshaw, Vanessa M. Hinton
Exploration Of Classroom Seating Arrangement And Student Behavior In A Second Grade Classroom, Kate Simmons, Laura Carpenter, Schronna Crenshaw, Vanessa M. Hinton
Georgia Educational Researcher
The purpose of this study was to determine if a specific classroom seating arrangement can contribute to students being on or off-task while completing independent work within the general education setting of an inclusive second grade class. In this study, three classroom seating arrangements were compared in a second grade classroom. These seating arrangements were cluster seating, horseshoe seating, and row seating. There were specific targeted off-task behaviors that were to be observed: inappropriate talking, students out of their seats without permission, students not following directions, and students not starting independent work promptly. Data were collected using three methods: observation/ …
Risk And Resilience In Beginning Special Education Teachers, Bridget Belknap, Juliana Taymans
Risk And Resilience In Beginning Special Education Teachers, Bridget Belknap, Juliana Taymans
The Journal of Special Education Apprenticeship
Special education teachers leave the field at a rate that outpaces their general education teacher counterparts, with special education teaching positions unfilled at a rate 5.5 times greater than general education positions (Boe, 2006). This study identified perceptions of risk and resilience in nine first year special education teachers in order to identify how to best support and retain them. Through semi-structured interviews the teachers described their experiences in the following roles (1) co-teaching, (2) self-contained, (3) case management, and (4) “other” (e.g., coach, tutor). Participants identified and positively or negatively ranked six “feeling” words they experienced in each role, …
Measurements Of Student And Teacher Perceptions Of Co-Teaching Models, Randa G. Keeley
Measurements Of Student And Teacher Perceptions Of Co-Teaching Models, Randa G. Keeley
The Journal of Special Education Apprenticeship
Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel …