Refining the General Education Student Teaching Experience through the Use of Special Education Collaborative Teaching Models

1997 ◽  
Vol 19 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Janet Dynak ◽  
Elizabeth Whitten ◽  
David Dynak
Keyword(s):  
Special Education ◽  
General Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Collaborative Teaching ◽  
Education Student ◽  
Teaching Models

Student Teachers’ Stress and Social Problem-Solving Skills

2002 ◽  
Vol 2 (3) ◽  
pp. 313-313
Author(s):  
Cameron Montgomery
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Student Teaching ◽  
Social Problem ◽  
Teaching Experience ◽  
Social Problem Solving ◽  
After School ◽  
Quebec City ◽  
Education Student ◽  
Problem Solving Skills

In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

Physical Education Student Teachers’ Beliefs in Their Control Over Student Learning

1986 ◽  
Vol 5 (3) ◽  
pp. 198-203 ◽  
Author(s):  
Paul G. Schempp
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Education Student ◽  
Control Scale ◽  
Student Failure ◽  
Teachers Beliefs ◽  
Period Data

This study determined changes in physical education student teachers’ beliefs (perceptions) of control over student learning. A pre-post student teaching design was used to detect changes in beliefs of 44 volunteer physical education student teachers. Beliefs in control over learning outcomes were measured by the Teacher Locus of Control scale. Pretesting was completed 5 weeks prior to teaching, and posttesting was administered at the completion of the 10-week student teaching experience. Data were gathered over a 2-year period. Data analyzed via a paired t-test indicated the student teachers’ belief of responsibility for student learning was decreased. Specifically, total responsibility for student outcomes and responsibility for student failure showed significant p < .05) decreases. No change in beliefs regarding control over student success was detected. A multiple regression analysis revealed significant p < .05) gender differences on the postteaching composite score. It appeared that males showed a significantly greater overall decrease in perceptions of beliefs of control over student learning.

General Education Teachers' Contribution to the Identification of Children With Language Disorders

2020 ◽  
Vol 5 (4) ◽  
pp. 770-777 ◽  
Author(s):  
Tyler T. Christopulos ◽  
Jacob Kean
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Positive Predictive Value ◽  
General Education ◽  
Language Impairment ◽  
Predictive Value ◽  
Language Disorders ◽  
Teaching Experience ◽  
General Education Teachers ◽  
Primary Role

Purpose The estimated prevalence of language disorders in early elementary school-age children is 7%–12%. Despite its prevalence, only 18% of children are identified and receive treatment. Children with language disorders who go unidentified and, consequently, untreated upon entry to kindergarten are at a cumulative risk for academic and social difficulties during their formative and later school years. Since there is no policy supporting universal screening for language impairment identification in public schools, vulnerabilities may exist in referral-based systems for language impairment identification. The primary purpose of this study was to examine the positive predictive value of general education teachers for language impairment identification. Method A record review of special education referrals across four elementary schools was conducted. A total of 177 referrals across all disabilities were examined. Forty-four of those language-based referrals became the focus of this study. Results Results showed, of the 44 referred for language impairment, general education teachers were the least correct of referral sources, with a positive predictive value of .35. Variables of teacher age, sex, years of teaching experience, and years of education did not predict general education teachers' ability to identify children with language impairment. The identification rate across the four schools was 1.38%. Conclusions General education teachers were responsible for nearly half of the referrals made to special education but demonstrated the most difficulty in correctly identifying children with language impairment. As a result, identification rates were considerably lower than prevalence expectations. This is of particular concern as teachers play a primary role in the identification of this population under a referral-based format.

scholarly journals The Relationship of Special Education Placement and Student Academic Outcomes

2020 ◽  
pp. 002246692092503
Author(s):  
Sandi M. Cole ◽  
Hardy R. Murphy ◽  
Michael B. Frisby ◽  
Teresa A. Grossi ◽  
Hannah R. Bolte
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Academic Outcomes ◽  
English Language ◽  
Inclusive Classroom ◽  
Education Student ◽  
Math Assessment ◽  
Special Education Placement ◽  
Reading And Math

This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities who spent 80% or more of their time in a general education inclusive classroom did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms.

scholarly journals Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools

2021 ◽  
Author(s):  
Hamda Ali Mohamed
Keyword(s):  
Special Education ◽  
Middle Schools ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Teaching Model ◽  
Teaching Models ◽  
Efficient Approach ◽  
Teachers And Students

This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.

scholarly journals Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan

2021 ◽  
Vol 6 ◽  
Author(s):  
Bassam Alabdallat ◽  
Hatem Alkhamra ◽  
Rana Alkhamra
Keyword(s):  
Special Education ◽  
General Education ◽  
Teacher Perceptions ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Collaborative Teaching ◽  
General Education Teacher ◽  
The Social ◽  
Teaching Responsibilities ◽  
And Behavior

The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.

scholarly journals An Exploration of Factors Contributing to the Perceptions of Preparedness for Elementary Candidates in a Clinically Based Program

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Rebecca McMahon Giles ◽  
Andrea M. Kent
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Collaborative Teaching ◽  
Research Model ◽  
University Supervisors ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Prior Experiences

A quantitative, descriptive research model was used to investigate the perceptions of teacher candidates (n=32) in a clinically based dual certification program regarding their culminating student teaching experience. Data consisted of candidates’ responses to both multiple choice and open ended survey items. Results indicated that teacher candidates within an undergraduate program leading to state teaching certification in both elementary and collaborative teaching (K-6) had positive perceptions regarding their preparedness as a result of prior experiences working in K-6 classrooms (44%) and interactions with in-service teachers (28%). In addition, teacher candidates perceived strong relationships with their university supervisors reporting that they received a greater amount of encouragement and feedback for improved teaching from their university supervisors than from their cooperating teachers.

scholarly journals Introducing the Co-teaching Model in Teacher Education Clinical Practice

2014 ◽  
Vol 3 (1) ◽  
pp. 7-20
Author(s):  
Lisa D. Murley ◽  
Rebecca R Stobaugh ◽  
Charles S Evans
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Teaching Model ◽  
Teaching Models ◽  
Regulatory Changes

With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.

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