scholarly journals The Effect of Co-teaching on Student Cognitive Engagement

2019 ◽  
Vol 9 (2) ◽  
pp. 6-19
Author(s):  
Wendy Whitehair Lochner ◽  
Wendy W. Murawski ◽  
Jaime True Daley
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Statistical Tests ◽  
Cognitive Engagement ◽  
Preparation Programs ◽  
Teacher Shortages ◽  
School Year ◽  
Engagement Strategies ◽  
12Th Grade ◽  
District Personnel

Delivering special education to students with disabilities requires highly prepared and collaborative teachers, inclusive learning environments, and strategies that promote cognitive engagement, but many students lack access to these necessities. In rural schools teacher shortages and traditional teaching methods may contribute to disengagement. Some rural districts have turned to co-teaching to disrupt this pattern of inequity. Effective co-teaching between two highly prepared teachers in a general education setting offers students the opportunity to be included and may improve engagement for all students. To investigate the relationship between co-teaching and student cognitive engagement, this study observed teachers in eight rural secondary schools in West Virginia to evaluate differences in student cognitive engagement in co-taught versus solo-taught classrooms. Four district personnel were trained on both cognitive engagement strategies and co-teaching approaches and collected observational data. The Instructional Practices Inventory was used during short walk-throughs to measure cognitive engagement during 701 solo-taught and 181 co-taught observations. Observations occurred in 5th- through 12th-grade classes in reading, mathematics, science, and social studies throughout one full school year. Statistical tests compared mean engagement scores across the different models of instruction. Results indicated that students in co-taught classrooms were more cognitively engaged than students in solo-taught classrooms. These results suggest the need for increased professional development for teams to move beyond the one teach, one support model of co-teaching, additional research on cognitive engagement and co-teaching, and teacher preparation programs to include more examples of, and training in, quality co-teaching models.

scholarly journals Understanding Principals’ Knowledge of Special Education

2021 ◽  
Author(s):  
Whitney G. Schexnider
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Students With Disabilities ◽  
Principal Preparation ◽  
School Administrators ◽  
The United States ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Related Information ◽  
School Year

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

Special Education Teacher Attrition and Retention: A Review of the Literature

2019 ◽  
Vol 89 (5) ◽  
pp. 697-744 ◽  
Author(s):  
Bonnie Billingsley ◽  
Elizabeth Bettini
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Working Conditions ◽  
Teacher Attrition ◽  
Special Education Teachers ◽  
Quantitative Methods ◽  
Research Priorities ◽  
Special Education Teacher ◽  
Teacher Shortages

High rates of attrition make it challenging for schools to provide qualified special education teachers for students with disabilities, especially given chronic teacher shortages. We synthesize 30 studies from 2002 to 2017, examining factors associated with special educator attrition and retention, including (a) teacher preparation and qualifications, (b) school characteristics, (c) working conditions, and (d) teacher demographic and nonwork factors. Most studies examined working conditions (e.g., demands, administrative and collegial supports, resources, compensation) among special educators who left teaching, moved to other positions, transferred to general education teaching, or indicated that they intended to stay or leave. The majority of researchers used quantitative methods to analyze national, state, or other survey data, while eight used qualitative methods. Our critique identifies both strengths and weaknesses of this literature, suggests research priorities, and outlines specific implications for policy makers and leaders.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

Engaging Your Growth Mindset for a Successful School Year

2016 ◽  
Vol 1 (16) ◽  
pp. 91-99 ◽  
Author(s):  
Lyndsey Zurawski ◽  
Nicole Mancini
Keyword(s):  
Academic Success ◽  
General Education ◽  
Students With Disabilities ◽  
Growth Mindset ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Year ◽  
Classroom Speech ◽  
Successful School

This manuscript will focus on the value of a growth mindset, the belief that our abilities are not static, rather, those abilities can be developed upon and improved while utilizing hard work, dedication, and effort. In this article, we describe the value of a growth mindset for speech-language pathologists in schools who support language and literacy skills of students with disabilities and strive to increase academic success in the general education classroom. Speech-language pathologists in a school-based setting can use the principles of growth mindset, putting in into practice for themselves and to foster growth mindset within their students. We present recommendations and examples of implementing a growth mindset during the school year. Additionally, resources are provided for further understanding of growth mindset and the research behind growth mindset principles.

scholarly journals Preparing Educational Leaders for 21st Century Inclusive School Communities: Transforming University Preparation Programs

2019 ◽  
Vol 7 (2) ◽  
pp. 13-24
Author(s):  
Kristine J. Melloy
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Leaders ◽  
Preparation Programs ◽  
School Communities ◽  
Inclusive School ◽  
The Impact

University educational leadership preparation programs whose mission is to prepare Transitional Kindergarten through 12th grade (TK-12) school administrators need to transform their curriculum so that all leaders (not just special education leaders) have the knowledge and skills to create inclusive school communities that truly include all students. Evidence suggests that even though there are policies, laws, recommendations and an empirical base that supports inclusive education for students with disabilities, equity, achievement and opportunity gaps remain in our nation’s public schools. The purpose of this conceptual study is to provide a look at redesigned preparation programs built on professional standards changes, evidencebased practices, and practice-based evidence correlated with inclusive school communities. Transformed preparation programs prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities, considering that 100% of the students spend 80% or more of their day in general education classrooms. The impact for students with disabilities is that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit.

What do we Know and Where Can We Grow?

2016 ◽  
pp. 1-22 ◽  
Author(s):  
Patricia Dickenson
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Department Of Education ◽  
General Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Attitudes And Beliefs ◽  
Preparation Programs ◽  
General Education Classroom ◽  
Teachers Attitudes

General educators have been charged with the responsibility of teaching students with exceptionalities, yet many report they do not have the skills to effectively instruct diverse learners, including those with disabilities (Blanton, et al., 2011). Currently, more than half of all students with disabilities spend about 80% of their day in the general education classroom (U.S. Department of Education, 2011). This shift to educate all in the general education classroom increases the demand on teachers to be accountable for all learners academic achievement. The goal of this chapter is to provide instructors of teacher education programs with a review of current research in the field and recommendations for teacher preparation programs to effectively support and positively shape pre-service teachers attitudes and beliefs about students with exceptionalities.

Meeting the Needs of Young English Language Learners

2018 ◽  
pp. 146-168
Author(s):  
Judi Simmons Estes
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
General Education ◽  
Language Learners ◽  
English Language ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Ell Students ◽  
School Year

From the fall of 2003 to the fall of 2013, the number of Hispanic students in K-12 schools increased from 19 percent to 25 percent; in addition, the percentage of English language learners (ELLs) in U.S. public schools was 9.4 percent during the 2014-2015 school year, ranging from 1.0 percent in West Virginia to 22.4 percent in California (NCES, 2016). General education teachers are increasingly likely to have ELL students in their classrooms, yet a majority of classroom teachers have little to no training in working with English language learners (NCES, 2011). This chapter provides a discussion of the role of language in learning, the needs of English language learners and their families, as well as the role of teacher preparation programs in preparing pre-service teachers to work with culturally and linguistically diverse young children.

Undoing systems of exclusion: exploring inclusive leadership and systems thinking in two inclusive elementary schools

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David DeMatthews
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Systems Thinking ◽  
Leadership Practices ◽  
Change Processes ◽  
Preparation Programs ◽  
Content Type ◽  
Principal's Role ◽  
Inclusive Schools ◽  
The Usa

PurposeMost education systems were not initially designed to include students with disabilities. However, over the past 25 years, great strives have been taken to ensure students with disabilities have access to the general education classroom and to important social, emotional and academic opportunities. Within the USA, researchers have begun to focus on the principal's role in creating and sustaining effective inclusive schools. The purpose of this article is to examine the leadership practices and perceptions associated with creating effective inclusive schools for students with disabilities.Design/methodology/approachThis qualitative study examined how two elementary school principals created an effective inclusive school and how they understood the challenges and change processes associated with inclusion. Each principal was interviewed and observed four times over one school year. Teachers and district administrators were also interviewed to gain insights into the school's progress with inclusion and to verify principals’ interview data.FindingsThis study added to existing research by identifying the following leadership practices critical to creating effective inclusive schools: (1) creating a culture of change-oriented collaboration, (2) planning and evaluating, (3) building capacity and (4) developing/revising plans. The principals felt that these practices enabled inclusion to take root, despite challenges and the chaotic nature of life in schools. A total of three additional themes emerged related to how principals understood change processes and challenges associated with inclusion: collaborative inquiry, information flow and crises/distractions/fatigue.Practical implicationsSeveral key leadership practices were identified in this study, including practices associated to systems thinking (ST). These practices hold promise and might be applied to thoughtfully design inclusive reforms. Faculty in principal preparation programs might also consider exposing aspiring leaders to the literature on leadership for effective inclusive schools as well as systems thinking.Originality/valueThe paper identifies the leadership practices of two principals who created effective inclusive schools. The paper is unique as it applies a ST lens to the investigation of leadership for inclusion.

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

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