Identifying Transition Teacher Competencies Through Literature Review and Surveys of Experts and Practitioners

2013 ◽  
Vol 37 (3) ◽  
pp. 149-160 ◽  
Author(s):  
Robert L. Morgan ◽  
Catherine A. Callow-Heusser ◽  
Erin L. Horrocks ◽  
Audrey N. Hoffmann ◽  
Scott Kupferman
Keyword(s):  
Literature Review ◽  
Curriculum Development ◽  
Severe Disabilities ◽  
Personnel Preparation ◽  
Teacher Competencies ◽  
Preparation Program ◽  
Transition Age ◽  
Knowledge And Skills ◽  
Electronic Survey ◽  
Rate Importance

We first conducted a synthesis of literature to identify essential transition teacher competencies to guide curriculum development for a personnel preparation program. The synthesis yielded a list of 67 competencies needed by transition teachers. Using the 67 competencies, we next created an electronic survey in which respondents were asked to rate importance of transition teacher competencies. The survey was administered to two groups: national experts and transition practitioners. Expert respondents were 52 individuals. Practitioner respondents were 231 teachers, specialists, or coordinators from five states. Results indicated substantial similarities in ratings across all respondents irrespective of sample membership or service to transition-age individuals with mild/moderate or severe disabilities. Findings are discussed in regard to personnel preparation and targeted knowledge and skills.

Curriculum and Context: Trends in Interventions With Transition-Age Students With Severe Disabilities

2018 ◽  
Vol 52 (3) ◽  
pp. 152-162 ◽  
Author(s):  
Stacy K. Dymond ◽  
Anne M. Butler ◽  
Shari L. Hopkins ◽  
Kimberly A. Patton
Keyword(s):  
Special Education ◽  
Literature Review ◽  
Severe Disabilities ◽  
School Outcomes ◽  
Inclusion Criteria ◽  
Functional Skills ◽  
Transition Age ◽  
Instructional Context ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

The purpose of this systematic literature review was to determine trends in the curricular focus and instructional context of intervention research conducted with transition-age students with severe disabilities between 1975 and 2014. A total of 138 studies met inclusion criteria. Across the last three decades, interventions focused on functional skills declined while academic interventions increased. The most frequently used instructional contexts were special education classrooms, simulated activities, mass trials, and either a researcher or nonresearcher as the instructor. Differences in instructional context were present according to curricular focus. Findings suggest the need for interventions that span the breadth of curriculum promoted in the literature with specific emphasis on increasing interventions in areas predictive of positive post-school outcomes. Interventions are also needed that reflect instructional contexts that align more strongly with contexts valued within the field of severe disabilities.

scholarly journals Simulators in Educational Robotics: A Review

2021 ◽  
Vol 11 (1) ◽  
pp. 11
Author(s):  
Sokratis Tselegkaridis ◽  
Theodosios Sapounidis
Keyword(s):  
Literature Review ◽  
User Interfaces ◽  
Graphical User Interfaces ◽  
Educational Robotics ◽  
Wheeled Robots ◽  
Knowledge And Skills ◽  
Development Platform ◽  
Key Features ◽  
Positive Effect ◽  
And Robotics

Educational robotics (ER) seems to have a positive effect on students and, in many cases, might help them to successfully assimilate knowledge and skills. Thus, this paper focuses on ER and carries out a literature review on educational robotics simulators with Graphical User Interfaces (GUIs). The review searches for relevant papers which were published in the period 2013–2020 and extracted the characteristics of the simulators used. The simulators that we describe in this article cover various robotic technologies, offering students an easy way to engage with virtual robots and robotics mechanisms, such as wheeled robots or drones. Using these simulators, students might cover their educational needs or prepare themselves for educational robotic competitions by working in as realistic as possible conditions without hardware restrictions. In many cases, simulators might reduce the required cost to obtain a robotic system and increase availability. Focusing on educational robotics simulators, this paper presents seventeen simulators emphasizing key features such as: user’s age, robot’s type and programming language, development platform, capabilities, and scope of the simulator.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

Curriculum Development in Europe

1982 ◽  
Vol 14 ◽  
pp. 7-21
Author(s):  
John L.M. Trim
Keyword(s):  
Teacher Training ◽  
Curriculum Development ◽  
Language Learning ◽  
Recent Work ◽  
Interpersonal Communication ◽  
Council Of Europe ◽  
Knowledge And Skills ◽  
Educational Situation ◽  
Educational Structures ◽  
Learner Needs

Throughout the 20 years of its existence the Council for Cultural Co-operation of the Council of Europe has promoted language learning as a means to the freer movement of people and ideas. Stress has been laid on interpersonal communication and learner-centred educational structures and processes. Planning involves specification of objectives appropriate to learner needs and the realities of the educational situation. An account is given of the recent work of Modern Languages Project no. 4 and the prospects for the forthcoming Project no. 12, which will focus on teacher training in respect of attitudes, knowledge and skills, both linguistic and educational.

Examining the quality of a personnel preparation program in EI/ECSE through systematic syllabi review

2019 ◽  
Vol 41 (1) ◽  
pp. 29-50
Author(s):  
Heather Megan Coleman ◽  
Taryn Goodwin Traylor ◽  
Liping You ◽  
Yaoying Xu
Keyword(s):  
Personnel Preparation ◽  
Preparation Program

Using Lesson Study to Prepare Preservice Special Educators

2017 ◽  
Vol 53 (4) ◽  
pp. 237-244 ◽  
Author(s):  
Carly A. Roberts ◽  
Amber E. Benedict ◽  
So Yeon Kim ◽  
Jacob Tandy
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
Lesson Study ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Special Educators ◽  
Teacher Preparation Program ◽  
Core Knowledge ◽  
Preparation Program ◽  
Knowledge And Skills

Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators’ knowledge and skills.

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