The Impact of Two Policies on Principal and Teacher Preparation Programs: No Child Left Behind and the Individuals with Disabilities Education Act

2009 ◽  
pp. 103-126 ◽  
Author(s):  
Michele Acker-Hocevar ◽  
Marta I. Cruz-Janzen ◽  
Cynthia L. Wilson
Keyword(s):  
No Child Left Behind ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Individuals With Disabilities ◽  
Left Behind ◽  
Disabilities Education Act ◽  
Education Act ◽  
The Impact

Disability as a Social Justice Imperative

2020 ◽  
pp. 210-226
Author(s):  
Adam Moore
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Disability Rights ◽  
Preparation Programs ◽  
Social Construct ◽  
Individuals With Disabilities ◽  
The Social ◽  
Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

scholarly journals Preparing Teachers: Highly Qualified to Do What? Editors’ introduction

2013 ◽  
Vol 21 ◽  
pp. 54
Author(s):  
Elaine Chin ◽  
Pia L. Wong
Keyword(s):  
No Child Left Behind ◽  
Teacher Preparation ◽  
Program Improvement ◽  
Teacher Preparation Programs ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
K 12 ◽  
Scripted Curricula

The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the dynamics involved in such context that his article introduces the articles of EPAA/AAPE’s Special Issue on Preparing Teachers: Highly Qualified to Do What?

Disability as a Social Justice Imperative

2022 ◽  
pp. 13-29
Author(s):  
Adam Moore
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Disability Rights ◽  
Preparation Programs ◽  
Social Construct ◽  
Individuals With Disabilities ◽  
The Social ◽  
Education Act

Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

scholarly journals A Family Affair: Caring in Teaching and Implications for Teacher and Researcher Preparation

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
James A. Bernauer ◽  
Mary Pat Bernauer ◽  
Patrick J. Bernauer
Keyword(s):  
Teacher Preparation ◽  
College Student ◽  
Educational Research ◽  
Prior Knowledge ◽  
Student Motivation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Profound Influence ◽  
The Impact ◽  
Ultimate Purpose

The purpose of this study was to explore how perceptions of remembered instances ofteacher caring in K-College impacted the motivation of a college student. Implicationsfor teacher preparation programs and educational research were then drawn from theseperceptions. The first part of the title “A Family Affair” stems from the fact that theauthors are members of the same family – Father, Mother, and Son. Both the father andmother had prior knowledge of some (not all) of the instances of caring and non-caringdescribed by their son and thus shared a privileged insider position that offered uniqueinsights while cooperative peer checking was used both during and after the interview tohelp promote the trustworthiness of findings. It was found that the degree of caringshown by teachers had a profound influence on the participant’s willingness to put fortheffort especially in those courses that were not his favorite subjects which suggests that astrong connection exists between caring and student motivation. An importantimplication of this study is that teachers and those responsible for teacher preparationprograms would benefit by being aware of the impact of caring on students’ engagementand attitude toward learning. If the ultimate purpose of educational research is tocontribute to effective teaching, then the “soft variable” of caring should be consideredan important component of researcher preparation. It is hoped that readers will find thisstudy to be transferable to the degree that it resonates with their own experience asteachers, students, and parents, and which we refer to as “experiential validity”.

Meaningful Practice

2016 ◽  
Vol 40 (1) ◽  
pp. 26-50 ◽  
Author(s):  
Melanie Rees Dawson ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Teacher Preparation ◽  
Student Behavior ◽  
Special Educators ◽  
Virtual Classroom ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Repeated Practice ◽  
Practice Opportunities ◽  
Target Skills ◽  
The Impact

Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

Creating Faculty Buy-In for edTPA and Other Performance-Based Assessments

2018 ◽  
pp. 237-249
Author(s):  
Laura C. Hart ◽  
Shawnee Wakeman
Keyword(s):  
Teacher Preparation ◽  
Third Party ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Faculty Leadership ◽  
Knowledge And Skills ◽  
Open Dialogue ◽  
Curriculum Choices ◽  
The Impact ◽  
Candidate Performance

As candidate performance-based assessments like edTPA grow in use nationally, facilitating faculty buy-in of the assessment processes becomes paramount for implementation success. Many faculty, used to an environment of academic freedom and autonomous curriculum choices, may balk at the notion of implementing a structured assessment like edTPA across their teacher preparation programs. Identifying obstacles and developing responses that allow faculty a voice while maintaining a respectful and open dialogue becomes crucial. The selection of faculty leadership to carry out the initiative, the decision to score the products locally by faculty or externally through a third party, and a discussion of the impact of adopting the assessment on faculty workload are all part of this work. Developing appropriate faculty supports and resources and involving faculty in processes to embed knowledge and skills related to the assessment into formative coursework can prove to be invaluable strategies for EPPs going through these processes.

scholarly journals Preservice Teacher Perspectives on Learning with Technology: Modeling Vulnerability and Embracing Innovation

2021 ◽  
Author(s):  
Rebecca Smith
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Perspectives ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Learning Framework ◽  
Technology Modeling ◽  
Learning With Technology ◽  
The Impact

This mixed methods study examined preservice teacher perspectives on the impact of using untethered lecture capture (ULC) as an instructional technology in a teacher preparation course, both on learning experiences as students and confidence using technology as teachers. Results found statistically significant (p < .05) increases in confidence using technology as a teaching tool. Additionally, Darling-Hammond et al.'s (2018) Teacher Preparation for Deeper Learning framework was utilized to analyze qualitative data to explore the impact of ULC on preservice teacher learning. Challenges and recommendations for effective implementation of ULC, based on participant feedback, are provided. This study contributes to research on using technology in teacher preparation programs to enhance the teaching and learning process for preservice educators and is grounded in the TPACK model (Mistra & Koehler, 2009).

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