Goeke / Mitchem / Kossar Redesigning Special Education Teacher Preparation

Challenges and Solutions
Erscheinungsjahr 2017
ISBN: 978-1-315-51844-2
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 258 Seiten

Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly-Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K-12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation.

Autoren/Hrsg.

Goeke, Jennifer L.

Mitchem, Katherine

Mitchem, Katherine J.

Kossar, Kalie

Kossar, Kalie R.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Preface

G. Thomas Bellamy

Introduction: The Challenges of High-Incidence Teacher Education and the Ways 325T Grantees Have Addressed Them

Kalie Kossar, Katherine Mitchem, Mary E. Little, Dena Slanda

1. The IRIS Center: A Federal Investment to Support and Improve Personnel Development

Naomi C. Tyler, Deborah D. Smith, Kimberly Skow, Jason Miller, Janice Brown, Susan Mortorff Robb, Michael Nee

2. Preparing Teachers to Use Culturally Responsive Practices

Stephen D. Kroeger, William C. Hunter

3. Project RtI

Marcy Stein, Diane Kinder, William Rasplica, Kristen Rolf, G. Thomas Bellamy

4. Finding Common Goals Within National and State Policies Impacting Collaborative Teacher Education: Renewal of Program Elements and Faculty Roles

Bonnie Utley

5. Collaboration in teacher training: Hurdles crossed and lessons learned

Margaret P. Weiss, Anthony Pellegrino, Kelley Regan

6. The Detours and Pit Stops on the Road to a High Quality Teacher Preparation Program

Kelley Regan

7. Merging Disparate Paradigms: How Do Evidence-Based Practices Fit with What We Know About How Students Learn Best?

Mary E. Little and Dena Slanda

8. Beyond Knowing: Scaffolding Field Experiences to Enhance Candidates’ Shift to Independent Identification, Application, and Evaluation of EBPs

Kalie Kossar, Katherine Mitchem

9. Special Education Teacher Candidate Evaluation: Creating a Pre-service to Master Teacher Observation System

Evelyn S. Johnson, Lisa E. Beymer

10. Strengthening University/School District Partnerships: Getting Everyone on the Same Page

Nancy Glomb, Lee L. Mason

11. Funded: Creating a Sustainable Dual Educator Preparation Program

Jennifer L. Goeke

Conclusion: What Is the Future of High-Incidence Teacher Preparation and How Can Effective Components of 325T Projects be Applied to Teacher Education Models?

Jennifer L. Goeke

Über Autor(innen)

Jennifer L. Goeke is Associate Professor of Special Education at Montclair State University, USA

Katherine J. Mitchem is Professor of Special Education and Edith L. Trees Endowed Chair, California University of Pennsylvania

Kalie R. Kossar is Associate Professor at California University of Pennsylvania, USA