Secondary Education and Teaching Commons^™

The Effects Of Joint Training On Career And Technical Education And Special Education Professionals, Crystal K. Emery, Robert L. Morgan

Developmental Disabilities Network Journal

Abstract

Young adults with intellectual and/or developmental disabilities who leave high school have limited options in adulthood. Their rates of competitive employment in inclusive community settings is very low compared to their counterparts without disabilities. Involvement in postsecondary education and independent, community living is likewise limited. They need teams of trained professionals representing relevant disciplines who work together to support the student along college, career, and community pathways. Not only should special educators (SPED) be trained, but career technical education (CTE) professionals should be jointly trained in how to collaborate effectively and provide well-coordinated services. The purpose of this research …

Collaboration In Mathematics Teacher Education: The What, How, And Why Of Mathematical Modeling, Aubrey Neihaus, Amy Bennett

The Advocate

In this paper, we share our collaboration across the disciplines of mathematics and mathematics education to develop and implement a mathematical modeling task for prospective secondary mathematics teachers. Through this collaboration, we identified three key components of mathematical modeling: the what, how, and why. In this paper, we outline these components from the literature and how each framed our development and implementation of the Sprinkler Task in our mathematics content and mathematics methods courses for secondary teachers. These three components show that mathematical modeling is a particularly fruitful space for collaboration between the disciplines of mathematics and …

De Bono's Six Hats Thinking Strategy For All Content Areas, Jamie Mahoney, Lynn Patterson, Carol Hall

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

Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono's Six Thinking Hats Strategy. Using de Bono's strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat …

A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit

New Jersey English Journal

In this article, two teacher-educators share their experience of navigating the shift of a service learning project from being an in-person project to an entirely remote learning experience caused by the COVID-19 pandemic. We discuss instructional adjustments, provide student samples, and consider lessons learned.

Collaborative Autonomy: Exploring The Professional Freedom Of Three Science Teachers, Michael Ralph, Darian Robbins, Stephen Young, Laurence Woodruff

Educational Considerations

Education reform efforts must support and protect professional autonomy for classroom teachers. When policymakers attempt to make systemic change in ways that reduce the professional autonomy of educators, student learning suffers. Teachers need the freedom to identify their professional goals, seek resources and collaboration opportunities in pursuit of those goals, and act on feedback regarding their progress in meeting those goals. We present three stories from teachers who share a department engaged in collaborative autonomy. These accounts provide guidance for how professional autonomy can be defended by those pursuing systemic change.

Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright

Scholarship and Engagement in Education

Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.

Engaging Many Minds: Nurturing Collaboration In A Steam Context, Mark Dzula

The STEAM Journal

This field note describes a recent interdisciplinary project facilitated by Jeremy Gercke, an art teacher at the Bishop's School in La Jolla, California. The project creates ceramic tile markers for flora around the Bishop's School campus. The markers feature QR codes linking to websites populated with student content, including: drawings, information, and oral histories. In this project, Mr. Gercke synthesizes his interests as an artist; maximizes his social connections to mentors, peers and students; and bridges disciplines to create opportunities for interdisciplinary (STEAM) inquiry.

Co-Planning And Co-Teaching In A Summer Writing Institute: A Formative Experiment, Kelly Chandler-Olcott, Janine Nieroda, Bryan Ripley Crandall

Teaching/Writing: The Journal of Writing Teacher Education

This paper reports findings from a two-year formative experiment (Reinking & Bradley, 2008) investigating a summer writing institute for students entering ninth grade at an urban high school. The three-week program was staffed by both university researchers and teachers. In contrast to traditional summer school, it was intended as enrichment, not remediation, for a heterogeneous group of students, and a learning experience, not just a teaching opportunity, for practitioners. The pedagogical goals of the intervention were two-fold: 1) increase students’ writing engagement and skill, and 2) improve teachers’ capacity to teach writing to diverse student populations. Findings focused on co-teaching …