What's Training Got to Do With It?

2022 ◽  
pp. 83-100
Author(s):  
Jennifer Webb ◽  
Jennifer Green
Keyword(s):  
Growth Mindset ◽  
Future Research ◽  
Deficit Thinking ◽  
Unconscious Bias ◽  
Introductory Courses ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Course Content ◽  
Models Of Disability ◽  
University Instructors

With the current, pervasive mindset in schools of deficit thinking, which affects students of all ages and abilities, educator preparation programs have an opportunity to make a change. This chapter will explore educator preparation programs and what is being taught in introductory courses on special education, as well as mindset leading to deficit thinking. An exploratory survey of university instructors was conducted to discover what could lead to deficit thinking in preschool to Grade 12 (P-12) schools. Findings show that instructors are using supplemental materials to cover models of disability, and further study of how instructor mindset influences course content is warranted. Discussion will include adding growth mindset, self-efficacy strategies, and unconscious bias training in educator preparation programs to further challenge deficit thinking. Additional areas for future research will also be discussed.

Challenging Deficit Thinking in Our Schools

2022 ◽  
pp. 27-64
Author(s):  
Michele McMahon Nobel
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Student Success ◽  
Field Experiences ◽  
Deficit Thinking ◽  
Future Teachers ◽  
Education Department ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Program Components

Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.

Optimizing K-12 Education through Effective Educator Preparation

2017 ◽  
pp. 23-44
Author(s):  
Mary Kathryn McVey ◽  
Susan Poyo ◽  
Mary Lucille Smith
Keyword(s):  
Student Satisfaction ◽  
Student Teaching ◽  
Research Direction ◽  
Future Research ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Educator Preparation ◽  
Digital Environments ◽  
Knowledge Content ◽  
K 12

Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.

Overcoming Barriers to Clinical Partnerships

2018 ◽  
pp. 142-165
Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Development School ◽  
A Priori ◽  
Future Research ◽  
Preparation Programs ◽  
Educator Preparation ◽  
School Based ◽  
Key Stakeholders

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.

The Methodological Content of Teacher Education Programs in Learning Disabilities: Clearly Specialized and Impressively Current — Another View of Pugach and Whitten's Survey Results

1987 ◽  
Vol 10 (4) ◽  
pp. 325-328 ◽  
Author(s):  
William L. Heward ◽  
Timothy E. Heron
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Special Educators ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
Course Content ◽  
Regular Educators ◽  
Survey Results

Conclusion: We believe the field owes Pugach and Whitten a debt of gratitude for conducting their survey of methodological content in teacher preparation programs in LD/mild handicaps. The field can only benefit from further research of this type. In addition to determining course content, future research should also ask the more difficult questions: Are preparation programs in LD/mild handicaps effective in training preservice special educators to apply the instructional approaches they emphasize (whatever they may be called)? Can learning disabilities professionals play a useful role in getting regular educators to replicate the application of research-based instructional strategies to prevent so many children from failing in the first place?

Staying Connected-Rooting Literacy Courses in Current Topics and Relevant Teaching Practices

2022 ◽  
pp. 98-119
Author(s):  
Kamshia Childs ◽  
Melanie Loewenstein
Keyword(s):  
Literacy Instruction ◽  
Teaching Practices ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Course Content ◽  
The Core ◽  
The Future ◽  
Literacy Course ◽  
University Setting

There is often a disconnect between what students learn in a university setting and what they will experience as in-service teachers. Literacy is commonly seen as the heart of all knowledge and is usually the core of educator preparation programs. This chapter describes several strategies and tools which education preparation programs can use to keep their literacy course content connected to current issues and instructional trends. The contents of this chapter will be rooted in relevance and engagement as well as provide ways to enhance instruction and prepare preservice educators for the future of literacy instruction.

Examining the Status of Transition-Focused Content Within Educator Preparation Programs

2017 ◽  
Vol 41 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Mary E. Morningstar ◽  
Kara A. Hirano ◽  
L. Danielle Roberts-Dahm ◽  
Natalie Teo ◽  
P. Jeannie Kleinhammer-Tramill
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
National Sample ◽  
Future Research ◽  
Preparation Programs ◽  
Secondary Educators ◽  
Educator Preparation ◽  
Student Transition ◽  
The Status ◽  
The Impact

Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs.

Engaging Undergraduate Public Health Students Through a Textbook Creation Project

2020 ◽  
pp. 237337992096241
Author(s):  
Jessica Sloan Kruger ◽  
Christopher Hollister
Keyword(s):  
Public Health ◽  
Future Research ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Final Version ◽  
Primary Motivation ◽  
Course Content ◽  
Health Course ◽  
Research Questions ◽  
Undergraduate Public Health

This study examines students’ perceptions of an open pedagogy experiment in which they created their own textbook for an undergraduate public health course. The lead author’s primary motivation for developing this assignment was the high cost associated with the traditional textbooks that were otherwise needed to cover the breadth of subject matter in the course. The resulting open textbook included 19 chapters, covering all the required components of the course, and the final version was published in a statewide open educational resource repository. Students provided feedback about this undertaking by way of an end-of-term survey. The results showed high percentages of students who associated the textbook creation project with greater engagement and satisfaction than the passive use of traditional textbooks. Students also reported their perception of a learning benefit related to the creation of course content. Pedagogical implications of this study are discussed, and future research questions are proposed.

scholarly journals Positioning Practices of Orientation and Mobility Specialists When Teaching Street Crossings: Is There a Standard Approach?

2021 ◽  
Vol 115 (2) ◽  
pp. 85-94
Author(s):  
Kim T. Zebehazy ◽  
Rebecca L. Renshaw ◽  
George J. Zimmerman
Keyword(s):  
Future Research ◽  
Personnel Preparation ◽  
Demographic Information ◽  
Preparation Programs ◽  
Variable Position ◽  
University Personnel ◽  
Orientation And Mobility ◽  
Intersection Types ◽  
Standard Strategy ◽  
Question Survey

Introduction: An important skill for orientation and mobility (O&M) specialists to have is to monitor clients appropriately when they are learning to cross intersections. Techniques books provide some suggestions for positioning during street crossings, but no research has been conducted about consensus or priorities for making appropriate decisions on positioning. The purpose of this study was to investigate general positioning decisions using visual monitoring techniques. Method: A total of 234 participants (practicing O&M specialists, preservice O&M students, and O&M university personnel) completed a 40-question survey. The survey included demographic questions, diagrams of intersections that participants used to select positioning locations, questions about lanes of threat, and questions about important factors to consider when positioning to monitor safety. Commonality of selections were analyzed and compared with demographic information. Results: The greatest consensus was found for all intersection types when the client is positioned on the corner waiting to cross and for identification of the first lane of threat. More variable position selections were made for monitoring during the crossings, and the second and third lane of threat selections were also more variable. Factors respondents indicated as most important to consider when positioning aligned with their positioning choices overall. Discussion: Personnel preparation programs may want to consider to what extent they teach considerations for positioning before and during crossings, and whether the predominant tendency to put oneself between the client and traffic warrants additional conversation. Future research should look at more complex intersections and the additional nuances used to make positioning choices. Implications for practitioners: Practitioners should reflect on whether they actively change their positioning decisions based on the situation and type of intersection versus tending to use a standard strategy.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

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