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Full-Text Articles in Education
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Teaching Beliefs And Their Relationship To Professional Development In Special Education Teachers, Jennifer Francois
Educational Considerations
Access to high-quality, meaningful professional development (PD) for in-service teachers around inclusive practices is an important element that has the potential to influence change in classroom practice and student outcomes. This is particularly important for children with identified disabilities. Previous research has identified that a teacher’s self-efficacy impacts the adoption of PD and subsequent implementation of new educational strategies. In addition, teacher beliefs about their own teaching ability (i.e., self-efficacy) has been shown to be related to motivation and the willingness to seek out PD experiences. The current study investigates the relationship of PD and teaching self-efficacy for inclusive practices. …
Kansans Can: Redesigning Schools, Brad Neuenswander
Kansans Can: Redesigning Schools, Brad Neuenswander
Educational Considerations
Kansas, like many states that are coming off of an era of accountability under the federal No Child Left Behind requirements, is looking at more meaningful ways to value and measure student success. We have asked ourselves questions such as: are we focusing on the right measures; is our accountability system aligned to our educational priorities and values; or is it the educational system itself that needs to change in order to produce a more meaningful set of outcomes? These are questions that need answers before any educational reform initiatives can be addressed. The Kansas State Department of Education leadership, …
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Making The Case For An English Academy: Reflections On An Ongoing Endeavor, Geoff Bender
Educational Considerations
This article makes a case for the academy as a site for meaningful school-university dialogue in order to strengthen rapport across stakeholders in the teacher education process while generating crucial data for a teacher education program’s continuous improvement. Similar in some ways to its cousins, including the leadership academy and the professional development school, the academy model described here is distinguished from these related structures in its diverging purposes. While invested in bringing new professionals into the field, the English Academy keeps its linked teacher education program abreast of trends in public education that help shape that program’s work in …