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Full-Text Articles in Education
Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.
Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.
Journal of Inquiry and Action in Education
Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
“What Doesn’T Kill You, Makes You Stronger!” Alternative Certification Programs: Interns Perspectives About Mentorship, Rosalinda J. Larios, Andrea Zetlin, Leila Ricci
“What Doesn’T Kill You, Makes You Stronger!” Alternative Certification Programs: Interns Perspectives About Mentorship, Rosalinda J. Larios, Andrea Zetlin, Leila Ricci
The Journal of Special Education Apprenticeship
Given the national shortage of special educators, many are entering the profession through alternative certification, assuming full responsibility for classrooms or caseloads before they are fully licensed as special education teachers. This qualitative study explores the support provided to beginning alternative certification teachers in a special education program. Through several sources of data, we describe the perspectives of first-year versus second-year interns about the frequency, helpfulness, and nature of support they received from their assigned mentors, other sources of support at their school sites, and their university intern program. The findings illustrate the need for universities and schools to immediately …
Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury
Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury
Australian Journal of Teacher Education
: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit …