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Full-Text Articles in Education
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Education Faculty Publications and Presentations
Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship …
Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke
Authoring Dis/Ability Identities Mapping The Role Of Ableism In Teacher Candidate Identity Construction, Molly B. Siuty, Margaret R. Beneke
Curriculum and Instruction Faculty Publications and Presentations
Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using …
Teaching "In Their Best Interest": Preservice Teachers' Narratives Regarding English Learners, Amanda T. Sugimoto, Kathy Carter, Kathleen J. Stoehr
Teaching "In Their Best Interest": Preservice Teachers' Narratives Regarding English Learners, Amanda T. Sugimoto, Kathy Carter, Kathleen J. Stoehr
Curriculum and Instruction Faculty Publications and Presentations
In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for working with ELs, including: language related knowledge, skills, and dispositions. This narrative study examined how field-based experiences shaped 49 preservice teachers' dispositions toward ELs. An iterative and thematic analysis of collected narratives found that preservice teachers often completed their practicum in classrooms that did not model positive dispositions or pedagogical practices toward ELs. These findings have implications for the tasks and experiences given to preservice teachers during their preparation sequence.
Seeking Mutual Benefit: University And Districts As Partners In Preparation, Amy Daggett Petti
Seeking Mutual Benefit: University And Districts As Partners In Preparation, Amy Daggett Petti
Education Faculty Publications and Presentations
This article reports the research findings of a qualitative study that employs case study research methods to examine a newly-formed university district- teacher union partnership. Examination of the question "How do we better prepare teachers" led to the formation of a university-district-association (teacher union) partnership, which led to a new question: How do the roles of principal and liaison in a Professional Development School affect pre-service and tenured teacher learning? The school-university partnerships' mission was to design a mutually beneficial program of teacher preparation and tenured teacher professional development. Findings determined that there were significant perceived mutual benefits; notable benefits …
Evaluation Of A Merged Secondary And Special Education Program, Ann Fullerton Dr., Barbara Ruben, Stephanie Mcbride, Susan Bert
Evaluation Of A Merged Secondary And Special Education Program, Ann Fullerton Dr., Barbara Ruben, Stephanie Mcbride, Susan Bert
Curriculum and Instruction Faculty Publications and Presentations
If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is the most widely implemented of the three, general and special education programs are separate. In the "integrated" model, separate programs are retained but faculty work together to develop some courses and/or field experiences in which special education candidates learn about the general education curriculum while general education candidates learn about inclusive education. …
Development And Design Of A Merged Secondary And Special Education Teacher Preparation Program, Ann Fullerton, Barbara Ruben, Stephanie Mcbride, Susan Bert
Development And Design Of A Merged Secondary And Special Education Teacher Preparation Program, Ann Fullerton, Barbara Ruben, Stephanie Mcbride, Susan Bert
Curriculum and Instruction Faculty Publications and Presentations
As middle and secondary classrooms become increasingly inclusive, some special educators may not be prepared to teach content, and some general educators may not be prepared to address diverse learning needs. This mismatch between the reality of today's schools and traditional teacher preparation has led to the development of new models for teacher education that integrate or merge special education and general education. Integrated and merged models are two approaches to combining special and general education pedagogy for teacher education. In merged programs, faculty in general and special education collaborate to develop one program in which all candidates receive licensure …