Use of a Residency Program in Preservice Teacher Preparation

2022 ◽  
pp. 93-103
Author(s):  
Kat D. Alves ◽  
Melissa K. Driver
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Residency Program ◽  
First Year ◽  
Full Time ◽  
Preparation Programs ◽  
Residency Programs ◽  
Short And Long Term

The training and retention of special education teachers is a critical need in the education field. One innovation that can be used in educator preparation programs to better prepare teachers is to establish a residency model. In this model, preservice teachers work as full-time teachers, while also completing their coursework. They receive support from university faculty and peers during this structured first year of teaching. This chapter will explore the need for residency programs, possible features and structures, short and long-term benefits, and potential challenges. In addition, this chapter explores ways to incorporate high-leverage practices into residency coursework.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

2022 ◽  
pp. 1021-1036
Author(s):  
Charmion Rush ◽  
Karena J. Cooper-Duffy
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Performance Assessments ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Online Teacher ◽  
Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

scholarly journals Sustainable Knowledge Investment Increases Employment and GDP in the Spanish Agricultural Sector More Than Other Investments

2020 ◽  
Vol 12 (8) ◽  
pp. 3127
Author(s):  
Carolina Cosculluela-Martínez
Keyword(s):  
Agricultural Sector ◽  
First Year ◽  
Long Term Effects ◽  
Correction Model ◽  
Vector Error Correction ◽  
Vector Error ◽  
Short And Long Term ◽  
Stock Types ◽  
Processing Techniques

Investment in every type of asset increases GDP and net employment differently. This paper compares the effect produced by a permanent unitary shock in Sustainable Knowledge for the Primary Sector (SKPS) on the Spanish employment and GDP growth with the effect produced by the other fourteen capital stock types. The methodology used is a Vector Error Correction Model (VECM), where the complementary capital can affect SKPS instantaneously. The results suggest that SKPS produces the second-highest, short and long-term effects on both labor and production, per Euro invested; moreover, the investment of 4.3 thousand euros is retrieved in the first year and increases net employment in one person after four years. Accordingly, the 5 million Euro Budget to invest in sustainable machinery and processing techniques increases net employment by 827 employees.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

1997 ◽  
Vol 16 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Gloria Delany-Barmann ◽  
Greg Prater ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Native American ◽  
Teacher Preparation ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Navajo Nation ◽  
Preparation Programs ◽  
Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

What Are High-Leverage Practices for Special Education Teachers and Why Are They Important?

2019 ◽  
Vol 40 (6) ◽  
pp. 331-337 ◽  
Author(s):  
James McLeskey ◽  
Bonnie Billingsley ◽  
Mary T. Brownell ◽  
Lawrence Maheady ◽  
Timothy J. Lewis
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Core Curriculum ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Initial Attempt ◽  
Preparation Programs

Improving educational outcomes for students with disabilities and others who struggle in school largely depends on teachers who can deliver effective instruction. Although many effective practices have been identified to address the academic and behavioral needs of students who struggle in school, including those with disabilities, these practices are not used extensively in classrooms. This article provides a rationale for and description of major changes that are occurring in teacher preparation programs that are designed to improve the practice of beginning teachers. This is followed by a description of a set of high-leverage practices that was recently approved by the Council for Exceptional Children. These practices represent an initial attempt to delineate a core curriculum for special education teacher preparation to support the changes that are occurring in teacher education.

Factors neurosurgery candidates use when choosing a residency program

2014 ◽  
Vol 120 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Lauren H. Marasa ◽  
Thomas A. Pittman
Keyword(s):  
Residency Program ◽  
Response Rate ◽  
Paper Copy ◽  
Boot Camp ◽  
First Year ◽  
Residency Programs ◽  
Electronic Survey ◽  
Faculty Time ◽  
Program Characteristics ◽  
Survey Responses

Object Many factors affect an applicant's decision when selecting a residency program. While some issues are likely important to all applicants, others may be specific to, or weighed differently by, those applying to certain specialties. In an effort to better understand how applicants to neurosurgery programs make decisions about relative rank, the authors created a survey to identify the program characteristics thought most important by applicants. Methods An electronic survey was created and posted to the neurosurgery residency coordinator's forum. Coordinators throughout the country were asked to send the survey link to students who were scheduled to begin as first-year residents in July of 2012. A paper copy of the survey was also distributed at the Society of Neurological Surgeons intern boot camp in Atlanta, Georgia, in July of 2012. Results One hundred ninety-six students obtained a neurosurgical postgraduate year 1 position in the 2011–2012 match; 40 survey responses were received (response rate 20.4%). The factors cited as being most important in selecting a residency were the residents currently in the program, team camaraderie, and the number of operative cases performed. The interview day, specifically the opportunity to talk to the residents, was also thought to be important, as was the knowledge that the applicant would likely be ranked by the program. Conclusions Applicants for neurosurgical training choose a program for reasons similar to those given by applicants to other specialties. Neurosurgery applicants seem marginally more interested in an emphasis on academics and research and slightly less concerned with a program's location, but overall, the differences appear minimal. The interview process is very important, and contact by a representative after the interview also seems significant in applicants' decision making. By recognizing what applicants think is important in choosing a residency, programs can more effectively recruit residents and more efficiently use faculty time and department resources.

scholarly journals Dalkurd FF

2020 ◽  
Vol 29 (supl) ◽  
pp. 105-113
Author(s):  
Tiago Duarte Dias
Keyword(s):  
Large Scale ◽  
First Year ◽  
Football Club ◽  
Local Institution ◽  
Long Term Changes ◽  
Short And Long Term ◽  
The City ◽  
Do So

As the whole world struggles with the appearance of a large-scale pandemic, individuals and institutions begin to cope with the perspective of both short and long-term changes to their plans. What had been planned out by many during January and February of 2020, no longer became feasible already during the following months. Thus, with the impossibility of knowing for how long this situation will persist, both individuals and institutions have changed their plans with a focus on when the situation will reverse to a degree of normalcy. This article aims to briefly understand and analyses the strategies centered around a Swedish football club founded by Kurdish individuals regarded to the consequences of the coronavirus crisis in the country. Both fans and employees at the club have changed their strategies regarding the first year they would be playing in their new hometown of Uppsala. The author will argue that, although, the crisis has changed their strategy and hampered their plans of becoming a local institution, it has not, in fact, changed their plans to be an integrated part of the city, but it has provided the club with newer opportunities to do so.

scholarly journals Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

scholarly journals Informal work, unemployment and health in Brazilian metropolitan areas, 1998 and 2003

2008 ◽  
Vol 24 (10) ◽  
pp. 2396-2406 ◽  
Author(s):  
Luana Giatti ◽  
Sandhi Maria Barreto ◽  
Cibele Comini César
Keyword(s):  
Labor Market ◽  
Social Security ◽  
Health Care Services ◽  
Health Indicators ◽  
Full Time ◽  
Metropolitan Regions ◽  
Representative Study ◽  
Market Status ◽  
Short And Long Term

This study investigates whether employment with no social security, as well as short and long term unemployment are associated with worse health among Brazilians. The representative study sample was taken from two National Health Surveys and included men aged between 15 and 64 who lived in one of the eight metropolitan regions of Brazil in 1998 (n = 31,870) and 2003 (n = 32,887). Both surveys showed that full and part time workers with no social security, as well as those in short and long term (> 12 months) unemployment had worse health indicators, regardless of age or schooling, when compared with full-time workers (> 40 hours/week) who had some form of social security through their employment. Hepatic cirrhosis was the disease most strongly associated with labor market status. Its prevalence was higher among individuals in long term unemployment and those with no social security. Labor market status was also negatively associated with the use of health care services, especially medical visits. The present study shows that the absence of social security at work, unemployment and length of unemployment, characterize heterogeneous groups of individuals in relation to health. Results reinforce the need to incorporate labor market status in research into health inequalities.

scholarly journals 5-Year Angiographic and Clinical Follow-up of Coil-Embolised Intradural Saccular Aneurysms

2002 ◽  
Vol 8 (4) ◽  
pp. 349-366 ◽  
Author(s):  
LL Batista ◽  
J. Mahadevan ◽  
M. Sachet ◽  
H. Alvarez ◽  
G. Rodesch ◽  
...  
Keyword(s):  
First Year ◽  
Coil Embolisation ◽  
Short Term ◽  
Detachable Coil ◽  
Complete Occlusion ◽  
Guglielmi Detachable Coil ◽  
Short And Long Term ◽  
Arterial Aneurysms

The purpose of the paper is the follow-up of embolised intradural saccular Arterial Aneurysms (AA), excluding giant, dissecting, inflammatory, fusiform or AA associated to BVAM. Since its introduction in 1991, the Guglielmi Detachable Coil has offered protection against aneurysmal rebleeding in the critical few days and months after SAH regardless of the grade. A number of questions remain: is complete angiographic obliteration necessary at first embolisation? What duration of clinical / angiographic follow-up (FU) is required to ensure the risk of haemorrhage has been eliminated? What is the long-term protection against rebleeding? One hundred and two patients with 160 intradural saccular AA embolised before april 1997 were selected for this study. They had at least 5-yrs clinical FU, of which 22 patients had a mid-term (3 years) and 45 patients had a 5-year or more angiographic FU (mean 67,7 months per patient). Twenty-eight embolised AAs with 100% occlusion at 1 year, remained unchanged on the 5-year angiograms. A further 14 patients with complete occlusion at 1 year showed persisting complete occlusion on angiogram at 3-years FU, which in our series means that complete occlusion after the first year post-embolisation implies that the aneurysm will remain completely occluded. All secondary spontaneous thromboses (27.6% of cases), occurred during the first year pos-embolisation. In six patients with subtotal or partial occlusion no change was seen for three consecutive years of FU; none showed later change at 5-year angiography. Below 80% occlusion our series does not provide enough information but we consider the situation instable. No mortality related to the procedure was observed in the unruptured AA group. No bleeding or re-bleeding has occurred since the beginning of our experience (1993) in saccular AA treated by GDC-Coil. Coil-embolisation of properly selected patients is effective in protecting against bleeding or re-bleeding at short and long-term with stable morphological results provided a strict follow-up control is established at short term.

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