A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders

2009 ◽  
Vol 42 (5) ◽  
pp. 431-443 ◽  
Author(s):  
Louise Spear-Swerling
Keyword(s):  
Language Arts ◽  
Struggling Readers ◽  
Teacher Candidates ◽  
Field Component ◽  
Special Educators ◽  
Second Graders ◽  
Special Educator ◽  
Literacy Tutoring ◽  
Educator Preparation Program ◽  
Reading And Spelling

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates’ knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.

Reimagining the Contextualization of a Rural Teacher Educator Preparation Program During COVID

2022 ◽  
pp. 175-194
Author(s):  
Chris Godwin ◽  
Courtney Glavich Mayakis ◽  
Terrie Hampton-Jones
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Urban Areas ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Learning ◽  
Rural Settings ◽  
Training Quality ◽  
Educator Preparation Program ◽  
Problem Solve

Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.

Stressors and Remediation Techniques for Special Educators

1982 ◽  
Vol 49 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Jean M. Elledge Cook ◽  
R. Jon Leffingwell
Keyword(s):  
Special Educators ◽  
Role Clarity ◽  
Special Educator ◽  
Material Resources ◽  
Remediation Strategies

Special educator stressors within the realm of administrative remediation are identified and organized under the topics of roles, resources, and relationships. Problems such as lack of role clarity, lack of time, lack of material resources, and insufficient recognition and reinforcement are examined. Practical remediation strategies to reduce special educator stress and ward off burnout and eventual resignation are identified and discussed.

Differential Effects of Video Analysis for Special Educators Related to Intervention Characteristics, Dependent Variables, and Student Outcomes: A Meta-Analysis of Single-Case Research

2019 ◽  
pp. 016264341989025
Author(s):  
Kristi L. Morin ◽  
Sarah Nagro ◽  
Jonet Artis ◽  
April Haas ◽  
Jennifer B. Ganz ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Video Analysis ◽  
Student Outcomes ◽  
Special Educators ◽  
Single Case ◽  
Meta Analysis ◽  
Special Educator ◽  
Case Research ◽  
Dependent Variables ◽  
Single Case Research

Video analysis is effective for changing the instructional practices of a variety of special educators in different settings and contexts; however, questions remain regarding whether (a) intervention characteristics moderate the results, (b) effects are differentiated by type of dependent variable, and (c) student outcomes improve when video analysis is used to improve educators’ skills. This meta-analysis reports the overall impact that video analysis has on student outcomes as well as the differential impact on special educator outcomes by dependent variable and implementation variables (i.e., length of videos, number of intervention videos, primary evaluator, and timing of feedback). A total of 30 publications reported outcomes for special education preservice teachers, in-service teachers, and paraprofessionals; of these, 12 publications reported student outcomes. Results are positive and indicate that video analysis is effective for improving student outcomes and that it can be successfully implemented in a variety of ways.

scholarly journals Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms

2018 ◽  
Vol 70 (4) ◽  
pp. 372-387 ◽  
Author(s):  
Matthew Ryan Lavery ◽  
Joyce Nutta ◽  
Alison Youngblood
Keyword(s):  
Teacher Preparation ◽  
Language Arts ◽  
English Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Secondary English ◽  
Nonnative Speakers Of English ◽  
Group 2 ◽  
K 12

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 262-269 ◽  
Author(s):  
Gentry A. Earle ◽  
Kristin L. Sayeski
Keyword(s):  
Struggling Readers ◽  
Reading Disabilities ◽  
Special Educators ◽  
Explicit Instruction ◽  
Strong Predictor ◽  
Reading Failure ◽  
Systematic Instruction ◽  
Alphabetic Principle ◽  
Letter Sound ◽  
Common Misconceptions

Letter-sound knowledge is a strong predictor of a student’s ability to decode words. Approximately 50% of English words can be decoded by following a sound-symbol correspondence rule alone and an additional 36% are spelled with only one error. Many students with reading disabilities or who struggle to learn to read have difficulty with phonology, an understanding of how sounds are organized within language. This can result in difficulty grasping the alphabetic principle, the knowledge of the relation between speech sounds and the letters/letter patterns that represent them. Research has demonstrated the benefits of intensive, explicit instruction for developing struggling readers’ capacity to identify phonemes and apply knowledge of phoneme-grapheme correspondence for decoding. In this article, common misconceptions and basic tenets of effective letter-sound instruction are provided to help special educators and reading interventionists plan for effective phoneme-grapheme correspondence instruction for students with reading disabilities or who are at risk for reading failure.

Readers' Dialogue

1985 ◽  
Vol 33 (2) ◽  
pp. 3-6
Author(s):  
Kathryn Burdette ◽  
Penelope Thompson ◽  
Stewart E. Brekke ◽  
John Saxon ◽  
Inez Sheerin ◽  
...  
Keyword(s):  
Language Arts ◽  
Second Graders ◽  
Second Grade

Last year our two classes of second graders spent an interesting week organizing and operating the “second Grade Pumpkin Company.” The project used mathematics, science, language arts, and economics. Some of the highlights of the activity follow.

Inservice Education for Special Education Resource Teachers

1990 ◽  
Vol 13 (2) ◽  
pp. 39-45
Author(s):  
Mary-Helen Martens
Keyword(s):  
Special Education ◽  
Primary Schools ◽  
Special Educators ◽  
List Type ◽  
Full Time ◽  
Special Educator ◽  
Resource Teachers ◽  
Regular School ◽  
Education Resource

The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was often unsure of his/her role and of how best to respond to the needs within the school;•the level of expertise and experience of the special educators varied greatly.

scholarly journals Exploring Diversity and Nurturing Generativity Through in situ Teacher Education

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Leyton Schnellert ◽  
Donna Kozak
Keyword(s):  
Teacher Education ◽  
Language Arts ◽  
Teacher Candidates ◽  
Discursive Space ◽  
Education Data ◽  
Bachelor Of Education ◽  
Critical Case Study ◽  
Education Coursework

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).

Willingness of Regular and Special Educators to Teach Students with Handicaps

1987 ◽  
Vol 54 (1) ◽  
pp. 41-45 ◽  
Author(s):  
Karen Derk Gans
Keyword(s):  
School Districts ◽  
Discriminant Function ◽  
Special Educators ◽  
Group Membership ◽  
Demographic Variables ◽  
Special Educator ◽  
Criterion Variable ◽  
Regular Educators ◽  
Discriminant Function Analyses

A mailed questionnaire containing 99 demographic and attitudinal variables regarding handicap integration drew responses from 128 regular educators and 133 special educators in 21 school districts. Separate discriminant function analyses using “I would be willing to teach a student with (a handicap)” as the criterion variable were conducted for the two groups of educators. A comparison of the group profiles revealed few similarities. Regular educator willingness depended more heavily upon demographic variables; special educator willingness, upon attitudinal variables. Teacher group membership could be predicted from the profiles with 96% accuracy in each case. The results are discussed in terms of implications for consultants and inservice and preservice programs.

The Case for Increasing Workplace Decision-Making

2014 ◽  
Vol 37 (4) ◽  
pp. 283-308 ◽  
Author(s):  
Teresa A. Tyler ◽  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Special Educators ◽  
School Administrators ◽  
Career Decisions ◽  
Educational Leaders ◽  
High Rate ◽  
Special Educator ◽  
Contributing Factors ◽  
Students With Special Needs ◽  
Proposed Model

The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities receive fewer or no services as a result. Given this dilemma, the purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. Adapted from previous conceptual models and perspectives, the proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.

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