Education Commons^™

Preparing Teachers With Core Content Expertise To Support Students With Moderate To Severe Disabilities, Robert C. Pennington Phd, Ginevra Courtade, Best Newberry Gurney

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

In this paper, the authors describe a teacher preparation program in the area of moderate to severe disabilities with an emphasis in academic instruction. They present a rationale for their increased focus on academics, a description of the program’s design, and several challenges associated with its implementation. Further, they offer several considerations for iterative improvement of the program.

Creating Order Out Of The Chaos Of Differentiated Lesson Planning For The Novice Teacher Candidate, J. Dusteen Knotts Ph.D.

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Current classroom settings are more diverse than ever before. Preservice teacher candidates must learn the principles of differentiation and how to apply them to lesson preparation. Lesson planning is multi-faceted and this paper offers an integral tool to promote differentiated lesson planning to the novice teacher. These principles are presented in a concise, foundational chart aligning the components with Blooms Cognitive Taxonomy, classroom activities, assessment, scoring guides, and student grouping. Understanding of these aligned concepts sets the foundation to facilitate differentiated lesson planning.

Examining The Influence Of Self-Determination Theory Components With Students Of Varying Cognitive Abilities, Antonia Szymanski

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study sought to explore difference in the influences of components of Self-Determination Theory between students of average and high academic ability. Differences were examined using correlational comparisons, t-tests, and analysis of variance (ANOVA). As expected, students with high academic ability reported high perceptions of competence. Although other mean differences were not significant, relationships between the variables showed interesting results. Significant correlational differences were found between the relationships of Perceived Competence and Teacher Control, Intrinsic Motivation, and Boredom. Teacher Control also had significantly different relationships with students’ engagement between the two groups. The study adds to the understanding of Self-Determination …

Student Teachers’ Experiences With A Preparation-To-Practice Gap In Reading Instruction: A Preliminary Exploration And Implications For Teacher Preparation Faculty, Brooke Blanks

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Abstract

Teacher educators and practitioners can agree that there are differences between knowing something in theory and knowing how to do something in a real classroom. This qualitative inquiry is anchored in evidence-based reading instruction as described by the National Reading Panel (2000) which emphasizes systematic, explicit instructional and teaching enhancements to support diverse students’ learning in multi-tier general educational classrooms. Specifically, this study investigated how student teachers applied their knowledge of research based reading methods in general education classrooms during their capstone field experience at the end of their undergraduate program, hereafter called student teaching.