The Effects of the Direct Instruction Delivered through Co-Teaching of Regular Education Teacher and Special Education Teacher on Mathematics Achievement- Teaching Normal-achieving Students, At-risk Students and Students with Math Disabilities -

2019 ◽  
Vol 32 (3) ◽  
pp. 47-76
Author(s):  
Byeong Ryong Kim
Keyword(s):  
At Risk ◽  
Special Education ◽  
Mathematics Achievement ◽  
Direct Instruction ◽  
Regular Education ◽  
At Risk Students ◽  
Special Education Teacher ◽  
Students At Risk ◽  
Education Teacher

Special Education Teacher Training: A Comparative Profile

1983 ◽  
Vol 49 (4) ◽  
pp. 316-320 ◽  
Author(s):  
F. Wayne Wheatley ◽  
Susan K. Shuster ◽  
Jeffrey Schilit
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Training Programs ◽  
Doctoral Degree ◽  
Special Education Teacher ◽  
Institutions Of Higher Education ◽  
Prospective Students ◽  
Education Teacher ◽  
Small College ◽  
Attention To Students

This article examines special education teacher preparation in three types of institutions of higher education—a small college, a medium-sized university, and a large doctoral-degree-granting university. A comparative profile of such programs is developed. The factors used in structuring the analyses included definition, areas of programmation emphasis, diversity of faculty, curricular flexibility, faculty-student ratio, relationship with regular education teacher education, resources, and attention to students. This comparison should provide framework for comparing training programs, both for prospective students and for program faculty.

scholarly journals A middle school co-teaching program evaluation in one suburban midwestern school district : perceptions from regular education co-teachers, special education co-teachers, and building administrators

2018 ◽  
Author(s):  
◽  
Ashly M. McGinnis
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Special Education ◽  
Program Evaluation ◽  
Regular Education ◽  
Special Education Teacher ◽  
Learning Needs ◽  
Education Teacher ◽  
Building Administrators ◽  
Axial Coding

Middle school co-teachers and administrators offered information during focus groups, interviews, and surveys pertaining to co-teaching. Co-teaching in this study is defined as a special education teacher and a regular education teacher collaboratively providing instruction to a group of student with diverse learning needs. This qualitative program evaluation, conducted in a Midwestern suburban area, provides an analysis of middle school co-teaching with a focus on collaboration and professional development. The purpose of this study was to discover perceptions of middle school co-teaching from those at the front lines, including special education co-teachers, regular education co-teachers, and building administrators. The conceptual framework for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co-teachers, and confusion with roles in co-teaching.

Developing a Theory of Program Vision as Professional Socialization in Special Education Teacher Preparation

2021 ◽  
pp. 088840642110589
Author(s):  
Hannah Morris Mathews
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Special Educators ◽  
Professional Socialization ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Education Teacher ◽  
Roles And Responsibilities

In general education, researchers find candidates’ pre-service experiences are a tool for socialization into the knowledge, norms, and values of the profession. An important aspect of this process is program vision—the collective understanding of teaching put forth by a preparation program. Yet, few investigations in special education examine program vision. Using interviews with candidates across six teacher preparation programs, the author generates theory to understand the role of vision in special education teacher candidates’ professional socialization and how experiences of program vision are associated with their conceptions of their future roles and responsibilities. Candidates’ conception of special educators’ roles reflected three characterizations consistent within, but distinct across programs: Direct Instructor, Supportive Differentiator, and General Responder. Each profile was associated with unique roles and responsibilities for special educators. Findings draw attention to the importance of examining vision as a tool for professional socialization in special education teacher preparation.

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure

2015 ◽  
Vol 39 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Amy Gultice ◽  
Ann Witham ◽  
Robert Kallmeyer
Keyword(s):  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Academic Preparation ◽  
Students At Risk ◽  
Science Courses ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Survey Results ◽  
Study Support

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses.

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