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Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
- Keyword
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- Engagement (2)
- And mathematics (STEAM) education (1)
- Arts (1)
- Arts-integration (1)
- Assistive technology (1)
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- CEC High Leverage Practices (1)
- Co-teaching (1)
- Differentiated Instruction (1)
- Engineering (1)
- Gifted and talented education (1)
- HLP (1)
- HLPs (1)
- Inclusion (1)
- Nearpod (1)
- OTR (1)
- Preservice teachers (1)
- Science (1)
- Special education (1)
- Teacher Preparation Programs (1)
- Teacher education (1)
- Technology (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
Co-Teaching Strategies: Improving Student Engagement By Increasing Opportunities To Respond, Janet E. Nutt
Co-Teaching Strategies: Improving Student Engagement By Increasing Opportunities To Respond, Janet E. Nutt
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Research indicates that effective co-teaching using high leverage practices can maximize outcomes across content areas and positively affect student engagement. This paper discusses practical ways to increase student engagement by increasing opportunities to respond in a co-teaching setting. Specific examples are included for a secondary mathematics co-taught classroom, but the principles can be applied in any subject or setting. A proposed model of professional development and coaching to support effective questioning techniques and increase opportunities to respond is also discussed for the purposes of teacher training and professional development.
Using Cec High Leverage Practices To Prepare Teacher Candidates To Meet Individual Student Learning Needs, Michelle A. Gremp Ph.D, Ced, Julie Harp Rutland Ph.D., Maria L. Manning Ph.D., Mary Jo Krile Ph.D.
Using Cec High Leverage Practices To Prepare Teacher Candidates To Meet Individual Student Learning Needs, Michelle A. Gremp Ph.D, Ced, Julie Harp Rutland Ph.D., Maria L. Manning Ph.D., Mary Jo Krile Ph.D.
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Whether instruction is happening in traditional classroom settings or through a variety of virtual platforms, successful teaching requires that all teachers possess the ability to collaborate with others, evaluate student performance, establish quality learning environments, and individualize instruction. Drawing on the 2017 Council for Exceptional Children (CEC) publication, High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), the Special Education faculty at Eastern Kentucky University describe ways in which four intertwined components of collaboration, assessment, social/ emotional/behavioral practices, and instruction are incorporated into teacher preparation courses to equip candidates with skills to meet the individualized learning needs of …
Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson
Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The Individuals with Disabilities Education Improvement Act (2004) mandates that all students receiving special education services should be considered for assistive technology; therefore, it is imperative that teacher preparation programs prepare preservice teachers to select, implement, and evaluate assistive technology for their future students. This mixed-methods study explored the influence an in-class workshop had on preservice teachers’ feelings of preparedness to use assistive technology in their future classrooms. The participants were all enrolled in a 400-level special education methods course, and their perceptions were assessed by administering a pre- and post- survey. The workshop consisted of an independent online training …
Inclusion, Engagement, And Nearpod: Providing A Digital Alternative To Traditional Instruction, Kristina Buttrey
Inclusion, Engagement, And Nearpod: Providing A Digital Alternative To Traditional Instruction, Kristina Buttrey
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Unfortunately, the onset of Covid-19 and the ensuing pandemic led to a shift in the structure of classrooms across all levels of the educational spectrum. The resulting move to more social distancing methods, including a combination of face-to-face and online formats, led to a need for innovative uses of technology. In this article, Nearpod is explored as an alternative way to present information while increasing engagement and inclusivity in the classroom. Research studies and reviews are scrutinized on the use of Nearpod as tool for teachers and pre-service teachers in K-12.
Growing Capacity In Gifted And Talented Education Through Science, Technology, Engineering, Arts, And Mathematics (Steam), Sheron Mark, Chin-Wen Jean Lee, Peter A. Azmani
Growing Capacity In Gifted And Talented Education Through Science, Technology, Engineering, Arts, And Mathematics (Steam), Sheron Mark, Chin-Wen Jean Lee, Peter A. Azmani
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
A graduate-level gifted and talented education (GTE) course for in-service teachers was revised aiming to prepare teachers to integrate science, technology, engineering, arts, and mathematics (STEAM) education into existing curricula to create challenging learning experiences for students identified as gifted and talented. Two university-based teacher educators in science education and GTE, respectively, engaged in action research in order to develop and refine a semester-long STEAM project in the GTE course to accomplish this goal. In all, two elementary, one Music, and one World History teacher participated. Case study analysis explored the teachers’ approaches to developing STEAM-based lessons to expand their …