To see the other types of publications on this topic, follow the link: Social research|Special education|Teacher education.
Journal articles on the topic 'Social research|Special education|Teacher education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Social research|Special education|Teacher education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
McMurray‐Schwarz, Paula, and Angela C. Baum. "INFUSING SPECIAL EDUCATION CONTENT INTO TEACHER EDUCATION COURSES." Journal of Early Childhood Teacher Education 21, no. 2 (January 2000): 249–53. http://dx.doi.org/10.1080/0163638000210217.
Full text
2
PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.
Full textAbstract:
As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.
3
Greer, Diana L., and Edward L. Meyen. "Special Education Teacher Education: A Perspective on Content Knowledge." Learning Disabilities Research & Practice 24, no. 4 (November 2009): 196–203. http://dx.doi.org/10.1111/j.1540-5826.2009.00293.x.
Full text
4
Pua, Daisy J., David J. Peyton, Mary T. Brownell, Valentina A. Contesse, and Nathan D. Jones. "Preservice Observation in Special Education: A Validation Study." Journal of Learning Disabilities 54, no. 1 (May 26, 2020): 6–19. http://dx.doi.org/10.1177/0022219420920382.
Full textAbstract:
Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.
5
Olson, Amy J., and Carly A. Roberts. "Navigating Barriers as Special Education Teacher Educators." Research and Practice for Persons with Severe Disabilities 45, no. 3 (April 27, 2020): 161–77. http://dx.doi.org/10.1177/1540796920914969.
Full textAbstract:
Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.
6
Salvador, Karen, and Jacqueline Kelly-McHale. "Music Teacher Educator Perspectives on Social Justice." Journal of Research in Music Education 65, no. 1 (February 15, 2017): 6–24. http://dx.doi.org/10.1177/0022429417690340.
Full textAbstract:
Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.
7
Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (January 2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.
Full textAbstract:
This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.
8
Castle, Kathryn. "The State of Teacher Research in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 34, no. 3 (July 2013): 268–86. http://dx.doi.org/10.1080/10901027.2013.816807.
Full text
9
Loos, N. "Townsville’s Aboriginal and Islander Teacher Education Program." Aboriginal Child at School 14, no. 3 (July 1986): 46–56. http://dx.doi.org/10.1017/s0310582200014401.
Full textAbstract:
Historically, universities and colleges have been preoccupied with studying Aborigines, and to a much lesser extent Islanders, doing research on them, and teaching about them. In the mid 1970s, however, the then Mt Lawley, Townsville, and Torrens Colleges of Advanced Education independently launched special entry, indigenous teacher education programs. By providing personal, social and academic support for an enclave of Aborigines and Islanders within white institutions, it was hoped that students would be able to learn to cope with the demands of tertiary education and graduate with the same qualifications as other students in the colleges. With varying degrees of success, this has happened, such that this enclave support model has been adopted in a number of other colleges and in universities, and is now the most important single reason for the increased number of Aboriginal and Islander students in tertiary education.
10
Foster, Liam, and Andrew Gunn. "Special issue on social science research methods education." Teaching Public Administration 35, no. 3 (July 23, 2017): 237–40. http://dx.doi.org/10.1177/0144739417708839.
Full text
11
Felis-Anaya, Mercè, Daniel Martos-Garcia, and José Devís-Devís. "Socio-critical research on teaching physical education and physical education teacher education." European Physical Education Review 24, no. 3 (February 14, 2017): 314–29. http://dx.doi.org/10.1177/1356336x17691215.
Full textAbstract:
The purpose of this study is to systematically review the socio-critical research on teaching physical education (PE) and PE teacher education (PETE) between 1999 and 2014. The procedure followed a four-phase approach: (a) searching publications through four international databases; (b) meeting inclusion criteria; (c) refining selection to identify specifically research-based papers; and (d) expert searching based on the research team’s knowledge. The selection process yielded 23 articles mainly from Australia, New Zealand, the USA and Spain. Most of the research was authored collaboratively by male and female authors affiliated to universities. A lack of authorship shared with participant students, teachers or student teachers was observed. Qualitative approaches were the predominant methodology used in the selected studies. An inductive content analysis identified five major themes: evaluations in secondary school; evaluations in higher education; provocative studies; studies on assessment; and studies on participants’ experiences and views. Teaching and curriculum problems and difficulties, new ways of approaching them and potential solutions to moral struggles in teaching were analysed within these themes. Most of the socio-critical research reviewed involved both a postmodern ontology and innovative research designs to investigate the new and complex world of PE and PETE. This review exhibits the reduced impact on social change and the difficulties in developing socio-critical research and enacting critical pedagogy. However, the findings of our study preserve the momentum of socio-critical research that fights to keep its place in the field of teaching PE and PETE.
12
Nelson, Jack L., William Stanley, and Cinthia Salinas. "Special Issue of Theory & Research in Social Education: Critical Studies and Social Education." Theory & Research in Social Education 40, no. 1 (January 1, 2012): 105–6. http://dx.doi.org/10.1080/00933104.2011.648023.
Full text
13
Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (September 28, 2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.
Full textAbstract:
Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can be useful for psychodiagnostic assessment and relationship-focused consultation with teachers. This study investigated the psychometric properties of the TRI in a special education sample of students with symptoms of attachment disorders ( N = 80). Expected interrelations of the TRI scales were found with a widely used questionnaire of teacher–student relationships, independent observations of teacher–student interactions, and teacher perceptions of student behavior.
14
Stanovich, Paula J., and Keith E. Stanovich. "Research Into Practice in Special Education." Journal of Learning Disabilities 30, no. 5 (September 1997): 477–81. http://dx.doi.org/10.1177/002221949703000502.
Full text
15
Macdonald, Doune. "Knowledge, Gender and Power in Physical Education Teacher Education." Australian Journal of Education 37, no. 3 (November 1993): 259–78. http://dx.doi.org/10.1177/000494419303700304.
Full textAbstract:
This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.
16
Lomachinska, Irina. "INFORMATION CULTURE OF TEACHER IN THE SYSTEM OF RELIGIOUS EDUCATION." Educological discourse, no. 4 (2020): 1–14. http://dx.doi.org/10.28925/2312-5829.2020.4.1.
Full textAbstract:
The article deals with analysis of special aspects characterizing development of teacher’s information culture in the system of theological education that is based on principles of freedom of religion, non-confessionalism, and belief pluralism. Research methodology stipulates application of dialectical, comparative, structural, and functional research methods. The articles affirms that in the theological system of knowledge the phenomenon of information culture should be studied in view of the systems-based approach according to which society is an integral interaction system of social institutes – economic, political, social, faith-based institutions that guarantees its self-development basing on gained social and cultural experience. The information culture is a dynamic phenomenon that shows a relevant level of intellectual, educational, spiritual development of the society, and predetermines open-minded study of religion as a vital need to build the democratic society under conditions of active development of the globalized multicultural world. The article states that that issue of religion study is caused to a large extent by discussion of its essence that is affected by historical, confessional, political, legal factors, and existing educational practices. The research has established advantages of non-confessional, secular non-biased study of religion in historical, religious, ethical, and philosophic dimensions as lack of adequate knowledge of nature of religious processes in the secular society can have adverse effects not only for development of democratic social values but for preservation of collective memory of the nation. Findings of the research stress that in the theological educational discourse the information culture is realized in the system of measures aimed at improvement of informational self-awareness, formation of an informational world view based on tolerance, promotion of national information resources of national religious and social heritage, implementation of efficient scientific communication for the purposes of non-biased objective explanation of cause-and-effect links in the modern religious and political processes.
17
Baimenova, B., S. Zhubakova, and B. Kiyassova. "DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 193–98. http://dx.doi.org/10.51889/2020-2.1728-5496.33.
Full textAbstract:
The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.
18
Olawale, Babawande Emmanuel, Vusi Mncube, and Clive Harber. "Critical Social Pedagogy in Mathematics Teacher Education." International Journal of Higher Education 10, no. 6 (June 16, 2021): 93. http://dx.doi.org/10.5430/ijhe.v10n6p93.
Full textAbstract:
There is no how-to recipe for implementing pedagogical approaches, as each school, learner and teacher has a unique perception of the nature of critical mathematics education. It is therefore the duty of educators and school administrators to cultivate critical teaching and learning experiences that can connect the standardised school curriculum to the reality of learners’ everyday lives. As such, this study investigated the pedagogical approaches which mathematics teacher educators employed in the development of democratic citizens in South African universities. Underpinned by the constructivist paradigm, the study employed a qualitative research approach and a case study design. Data were generated from a total of six mathematics teacher educators and 75 second- to fourth-year student teachers majoring in mathematics education across three different universities. The findings from the study revealed that there are contradictions between pedagogical philosophies and the mathematics teacher educators’ ideal image of their practice in the classroom. The nature of mathematics teaching, and the fear that learners come to class with different knowledges from their personal experience and have disparate opinions, hinder critical and social engagement within mathematics education classrooms. Based on the findings, it is recommended that mathematics teacher educators employ a problem-posing pedagogical approach which allows for the appropriation of knowledge in the form of self-reflection, a synergy of care, and self-determination which seeks to foster democratic values and critical consciousness in the development of democratic citizens.
19
Paruch, Daria, and Danuta Al-Khamisy. "Social functioning of a child with autism – Individual case analysis." Special School LXXXI, no. 2 (April 30, 2020): 120–34. http://dx.doi.org/10.5604/01.3001.0014.1337.
Full textAbstract:
This article presents conclusions from analysis of the social functioning of a boy with autism in a preschool for children with special needs. The purpose of the study was to explore strengths and weaknesses in the social functioning of a boy with autism completing his preschool education. A case study was used as a research method, and observation and interview – as research techniques. The findings suggest that the social functioning of the boy with autism is at a level that allows him to continue education in an integrated or general education school as long as he is supported by a special teacher. The boy communicates his needs, has learned basic self-care skills, and follows preschool classroom rules. With adequate support from specialists and his parents, he is also able to establish healthy peer relationships.
20
Hatch, Amos, Tiffany Greer, and Karyn Bailey. "Student-Produced Action Research in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 2 (July 2006): 205–12. http://dx.doi.org/10.1080/10901020600675182.
Full text
21
Harrison, Linda J., Myra Dunn, and Kennece Coombe. "Making Research Relevant in Preservice Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 27, no. 3 (September 2006): 217–29. http://dx.doi.org/10.1080/10901020600843434.
Full text
22
Kerr, Jeannie, and Vanessa Andreotti. "Mapping Research in Teacher Education on Diversities and Inequalities: Opening Possibilities Through Social Cartography." Journal of Contemporary Issues in Education 15, no. 2 (December 14, 2020): 69–84. http://dx.doi.org/10.20355/jcie29423.
Full textAbstract:
This article considers the potential of the methodology of social cartography to open generative possibilities in research on diversities and inequalities in teacher education in the international context. Research in teacher education focusing on difference or diversities and inequalities offers highly diverse practices and orientations, yet we have found that intelligibility across research communities can be challenging and ultimately limiting for the field. Social cartography is a methodology that attempts to address this issue, inviting researchers and practitioners to create forms of conversation that are more tentative, self-critical, and generative. In this article, we introduce our priorities in teacher education that center awareness of social-cultural commitments and assumptions, as well as historical context. We then share a social cartography of teacher education research we have created to reveal the possibilities of social cartography for teacher education, as well as an invitation to open needed dialogue amongst teacher education researchers and practitioners.
23
Johnson, Evelyn S., Yuzhu Zheng, Angela R. Crawford, and Laura A. Moylan. "The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes." Journal of Learning Disabilities 54, no. 1 (March 18, 2020): 54–65. http://dx.doi.org/10.1177/0022219420908906.
Full textAbstract:
In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.
24
Ticknor, Anne Swenson, and Paige Averett. "Using relational cultural theory in education research design." Qualitative Research Journal 17, no. 4 (November 13, 2017): 373–84. http://dx.doi.org/10.1108/qrj-03-2017-0011.
Full textAbstract:
Purpose The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants. Design/methodology/approach The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work. Findings By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students. Research limitations/implications This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research. Practical implications Several affordances are offered to researchers interested in engaging in similar work. Originality/value This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.
25
Park, Eun-Young, and Mikyung Shin. "A Meta-Analysis of Special Education Teachers’ Burnout." SAGE Open 10, no. 2 (April 2020): 215824402091829. http://dx.doi.org/10.1177/2158244020918297.
Full textAbstract:
This meta-analysis verifies associations between three dimensions of special education teachers’ (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers’ burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher’s Z = .316) was significantly associated with SET depersonalization. Self-efficacy (Fisher’s Z = −0.390, emotional exhaustion; −0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; −0.110 personal accomplishment), and support from school personnel (−0.119, emotional exhaustion; −0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables.
26
Takala, Marjatta, Marie Nordmark, and Karin Allard. "University Curriculum in Special Teacher Education in Finland and Sweden." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (May 28, 2019): 20–36. http://dx.doi.org/10.7577/njcie.2659.
Full textAbstract:
The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.
27
Dolby, Nadine, and Aliya Rahman. "Research in International Education." Review of Educational Research 78, no. 3 (September 2008): 676–726. http://dx.doi.org/10.3102/0034654308320291.
Full textAbstract:
Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identify, describe, and analyze six distinct research approaches to international education: comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education. Within each approach, the authors discuss the historical context and the global political, economic, social, and cultural shifts that have shaped the research approach; map the major research trajectories that have developed; discuss the audience and research community; and analyze strengths and weaknesses. The authors conclude with a discussion of emergent trends within research in international education.
28
Butin, Dan W. "CALL FOR PAPERS: Special Issue: How Social Foundations of Education Matters to Teacher Education: A Policy Brief." Educational Studies 37, no. 1 (February 2005): 105–6. http://dx.doi.org/10.1207/s15326993es3701_14.
Full text
29
Ruth, Olateju Oluwayemisi, Okanlawon Ayoade Ejiwale, and Fakokunde Jubril Busuyi. "Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 119–29. http://dx.doi.org/10.31578/jebs.v6i1.224.
Full textAbstract:
Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.
Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education
30
Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (May 21, 2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.
Full textAbstract:
PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.
31
Stotsky, Sandra. "Licensure Tests for Special Education Teachers." Journal of Learning Disabilities 42, no. 5 (June 26, 2009): 464–74. http://dx.doi.org/10.1177/0022219409338740.
Full textAbstract:
To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
32
Banevičiūtė, Birutė, and Jolita Kudinovienė. "Development of Arts Teacher Research Competence in Master Studies." Pedagogika 125, no. 1 (April 13, 2017): 57–67. http://dx.doi.org/10.15823/p.2017.04.
Full textAbstract:
The problem of teachers’ research competence is one of the main aspects of concern in teacher education on master’s level. Arts teacher education is interdisciplinary studies which combine two areas – arts (music, dance, theatre, visual arts) and education, therefore research becomes a complex process requiring competence to use artistic expression forms and methods of social sciences research. In this article the point of view of arts education master’s students on research competence development is revealed.
33
Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
Full textAbstract:
Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.
34
Kulinna, Pamela Hodges, Kristin Scrabis-Fletcher, Stephen Kodish, Sharon Phillips, and Stephen Silverman. "A Decade of Research Literature in Physical Education Pedagogy." Journal of Teaching in Physical Education 28, no. 2 (April 2009): 119–40. http://dx.doi.org/10.1123/jtpe.28.2.119.
Full textAbstract:
The purpose of this study was to provide a detailed analysis of the research literature in physical education for one decade, including data on the research focus (i.e., teaching, teacher education, and curriculum). Α database of published research and research-based scholarship was created. Data were coded maintaining 97% or higher agreement levels. There were 1,819 physical education pedagogy research papers published during 1995–2004 in 94 different journals, including those that primarily pertain to (a) physical education (56.40%), (b) kinesiology (30.02%), (c) education and social science (9.35%), and (d) heath education and medical (4.23%). Papers represented all three focus areas: teaching (65.31%), curriculum (19.24%), and teacher education (15.45%). Research in physical education pedagogy has increased each year since 1995, including a small presence in education and social science journals as well as health education and medical journals.
35
Urnėžienė, Emilija, and Kristina Budrytė. "Competences of Special Pedagogue and Their Improvement Opportunities from the Point of View of Pedagogues." Pedagogika 115, no. 3 (September 10, 2014): 135–46. http://dx.doi.org/10.15823/p.2014.032.
Full textAbstract:
Rapid changes in economy, social relations as well as globalisation, development of information and communication technologies impose new challenges on a teacher, who is a mediator between changes in education and processes of society improvement. Working with special learning needs students, a special pedagogue assists such learners in adopting content of education and develops their impaired functions, collaborates with their parents as well as teachers providing them with methodological support and consulting, develops individual, sub-group and group programmes for development of impaired functions of children, advice teachers regarding special education issues and others. More successful implementation of these activities requires certain competences of special pedagogue, which are outlined in the Description of Teacher Professional Competences and embrace: common cultural, professional and generic ones.
The goal of the research: to reveal attitudes of special pedagogue of general education schools towards competences of special pedagogue and their improvement opportunities.
The object of the research: competences of special pedagogue of general education schools.
The methods of research: 1) analysis of scientific literature, 2) questionnaire survey, 3) statistic analysis of research data.
The sample of the research included 244 special pedagogues from general education schools of various counties of Lithuania.
In the first stage of the analysis the respondents were asked to express own attitudes towards competences of a special pedagogue. In the second stage of the analysis the special pedagogues pointed out what predetermines success in the process of education, where a special pedagogue works with learners of special educational needs. The third stage focused on identification of possibilities of professional development of special pedagogues, needs for competence development and, therefore, the respondents were requested to express own opinion about conditions, which are necessary to obtain competences of highest level.
The research data revealed that for a special pedagogue, who works with special needs learners, it is most important to possess positive personal features (patience, tolerance, humanity, comprehensiveness, consistency, etc.) and all the professional competences, particularly focusing on competences of communication and collaboration, learners’ motivation and support to them, learner’s cognition and his/her acknowledgement and professional development. Personal motivation of a pedagogue, which embraces a wish to help, love for job, positiveness, development, is also of utmost importance. According to special pedagogues, a number of changes, such as reduction of workload, increase of financing, renewal of workplace, support from administration, provision with methodological aids, collaboration and changes in education may result in acquisition of competences of highest level. The paradigm of continuous development is also emphasized and its calls for personal, professional and social lifelong development. Continuous improvement ensures high quality activities of special pedagogue, which have influence not only on achievements of special needs learners but also on changes occurring in the society. Therefore, a special pedagogue has to be a constantly learning personality. In the context of constant changes, learning acquires features of a permanent process.
36
Chang, Yao-Jen, Frank Tsen-Yung Wang, Shu-Fang Chen, Ming-Yang Lee, and Ya-Shu Kang. "When Social Workers Meet Special Education Teachers: Action Research to Implement Curricular Changes in Taiwanese Special Education Systems." Systemic Practice and Action Research 25, no. 3 (November 16, 2011): 273–80. http://dx.doi.org/10.1007/s11213-011-9222-8.
Full text
37
Barrow, Robin. "Social Science, Philosophy and Education." Philosophical Inquiry in Education 26, no. 2 (September 14, 2020): 146–55. http://dx.doi.org/10.7202/1071437ar.
Full textAbstract:
This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner.
38
Farmer, Thomas W., Molly Dawes, Jill V. Hamm, David Lee, Meera Mehtaji, Abigail S. Hoffman, and Debbie S. Brooks. "Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education." Remedial and Special Education 39, no. 3 (July 21, 2017): 177–92. http://dx.doi.org/10.1177/0741932517718359.
Full textAbstract:
The invisible hand is a metaphor that refers to teachers’ impact on the classroom peer ecology. Although teachers have the capacity to organize the classroom environment and activities in ways that contribute to students’ social experiences, their contributions are often overlooked in research on students’ peer relations and the development of social interventions. To address this, researchers have begun to focus on clarifying strategies to manage classroom social dynamics. The goal of this article is to consider potential contributions of this perspective for understanding the social experiences of students with disabilities and to explore associated implications for the delivery of classroom-focused interventions to support their adaptation. Conceptual foundations of classroom social dynamics management and empirical research on the peer relationships of students with disabilities are outlined and the potential of the concept of the invisible hand is discussed in relation to other social support interventions for students with disabilities.
39
Reilly, Robert. "Transforming Special Education: The Role of the California Association of Private Special Education Schools (CAPSES)." Journal of Transformative Leadership & Policy Studies 5, no. 1 (September 1, 2015): 17–24. http://dx.doi.org/10.36851/jtlps.v5i1.480.
Full textAbstract:
Editor’s Introduction: In January 2015, members of the Editorial Board of The Journal of Transformative Leader-ship and Policy Studies (JTLPS) conducted an interview with Dr. Robert Reilly, CAPSES board member, to engage on issues surrounding special education in the 21st cen-tury. This reflective essay was culled from a transcribed interview and themed around six major areas: access, special education policy, services supported by CAPSES, social justice, teacher preparation, and creating an inclu-sive school culture for children with special needs. CAPSES primary mission is to maximize the potential of individuals with disabilities by advocating for them in public policy, and promoting high quality instruction, guidance, therapy and staff development. CAPSES is ded-icated to preserving and enhancing the leadership role of the private sector in offering alternative quality services to individuals with disabilities. By providing the highest quality instruction, therapy and guidance and advocacy to their clients, CAPSES members strive to help special education students maximize their potential and lead independent and dignified lives. Through this interview, JTLPS sought to ascertain how CAPSES works to build this potential with special education students and their fami-lies to ensure appropriate services for them.
40
Chistolini, Sandra. "Citizenship Education and Teacher Training. Research and Practice in Italy." European Journal of Education 2, no. 3 (September 25, 2019): 51. http://dx.doi.org/10.26417/ejed.v2i3.p51-63.
Full textAbstract:
Since 2008-2009, the discipline "Citizenship and Constitution" was introduced by the Law 169/2008, in all Italian schools. From pre-primary to upper secondary school, the intention has been to promote the formation of social awareness and critical consciousness to educate good citizens. The culture of Citizenship and Constitution has assumed then a permanent, structural character in schools. The concept of citizenship has gone through various definitions, it is prevailing the idea of uniting citizenship with the content of the Constitution, thereby reinvigorating the map of common values. More recent is the concept of active citizenship, interpreted in terms of participation and social and civil action in the local, national and European community. The university curriculum of teacher education contemplates the discipline ‘Intercultural Pedagogy and Citizenship Education’ in order to prepare students to become responsible teachers towards social critical themes such as the question of human rights. This article presents results on the cultural relevance of learning Citizenship values as part of curricula both in school and at University and gives the essential reasons to prepare students to become teachers for a school able to orienting children towards democratic citizenship.Keywords: citizenship education, italian constitution, teacher education, human rights, university curriculum
41
Hanline, Mary Frances, and Lise Fox. "Learning within the Context of Play: Providing Typical Early Childhood Experiences for Children with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 2 (June 1993): 121–29. http://dx.doi.org/10.1177/154079699301800205.
Full textAbstract:
Early childhood educators regard child-initiated, child-directed, teacher-supported play as the primary context in which young children learn, whereas special educators have relied more heavily on teacher-directed activities that are focused on specific skill development. The purpose of this manuscript is to suggest that a play-based environment is the most natural instructional context for young children with severe disabilities. The application of a play-based curriculum requires neither an abandonment of effective instructional special education practice nor a violation of early childhood education best practice. Adopting such an approach, however, does represent a conceptual step away from existing practice. Further, allowing play activities to form the foundation on which effective instruction and classroom organization are built requires the utilization of best practice in the fields of early childhood education and early childhood special education in conjunction with effective practices for educating students with severe disabilities.
42
Fortunato, Ivan, Juanjo Mena, and Antu Sorainen. "Teacher education for gender, sexuality, diversity and globalization policies." Policy Futures in Education 16, no. 5 (April 25, 2018): 515–23. http://dx.doi.org/10.1177/1478210318770515.
Full textAbstract:
This is the opening paper of a special issue that focuses on certain cultural tendencies that have emerged as topical issues in the school curricula, in both flourishing and struggling against their social frames, namely: gender, sexuality and diversity. At the same time, new approaches to teacher education have ranged from varieties of feminism to critical race theories, postcolonial studies and queer theories. So, the first reaction from our collection of papers points out that teacher educators are the ones who share the responsibility to know, use and endorse these pedagogies of learning as reference frameworks for practice. Therefore, we offer this collection for the wider international audience interested or invested in the field, for a further reflection on the topical issues and provocative questions of our very challenging times in education and educating.
43
Ceia, Carlos. "Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language." e-TEALS 7, no. 1 (December 1, 2016): 1–10. http://dx.doi.org/10.1515/eteals-2016-0005.
Full textAbstract:
Abstract Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.
44
Friel, Valerie, and Cathy Fagan. "Citizenship: A Challenge to Teacher Education." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 17–27. http://dx.doi.org/10.2304/csee.1998.3.1.17.
Full textAbstract:
This paper considers issues of democracy and citizenship firstly as they can be historically situated as part of ‘Scottish consciousness’. Whilst recognising Scotland's membership of the unitary state which currently characterises the United Kingdom, it goes on to point up more recent divergences in relation to the political, social and economic contexts of education in Scotland. The course process within which the research was pursued is outlined, and the salient features described. It is argued that in terms of reported behaviour in relation to a range of indices, for example voting behaviour and factual knowledge of policy processes and the machinery of government, the cohort described might legitimately be considered as less than active citizens, and to that extent dubious educators of young citizens. However, a more process oriented approach revealed more hopeful findings at the level of principle and values. Differences in the citizenship debate as between Scotland and England are noted, and implications of the research for teacher education and citizenship education in Scotland are suggested.
45
Amato, Cyndi, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew, and Caroline Beals. "Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education." Advances in Social Work 20, no. 2 (September 10, 2020): 473–96. http://dx.doi.org/10.18060/23654.
Full textAbstract:
This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.
46
Pugach, Marleen C., Joyce Gomez-Najarro, and Ananya M. Matewos. "A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality?" Journal of Teacher Education 70, no. 3 (March 13, 2018): 206–18. http://dx.doi.org/10.1177/0022487118760567.
Full textAbstract:
This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students’ and teacher candidates’ multiple social markers of identity, and in particular the complexity of their identities. Using the framework of intersectionality, we illustrate how teacher education researchers position student and teacher candidate identities and their complexity. Findings indicate that identity is typically addressed in a unidimensional manner, with little acknowledgment of students’ or teacher candidates’ complex, multiple, and intersecting identities. We conclude our analysis by exploring the potential of intersectionality as a framework for identity considerations when preparing equity-minded new teachers who are committed to social justice.
47
Котун, Кирил. "FEATHERS OF LIFELONG TEACHER EDUCATION IN SWEDEN." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 19 (June 10, 2021): 170–79. http://dx.doi.org/10.35387/od.1(19).2021.170-179.
Full textAbstract:
Nowadays, lifelong teacher education is an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Quality education is considered by the world community as a tool of socio-economic growth and cultural development. Modern pedagogical reality is characterized by a tendency to find ways to improve higher education and reform. Sweden is one of the most developed socio-economic countries in the world. And the study of the experience of this particular country should help improve the training of native teachers. Teacher education in the Scandinavian countries has its own special socio-cultural significance and contains several dimensions that characterize the individual: education as an individual condition, education as an individual opportunity; education as an individual process; education as the highest value of mankind. It should be noted that the system of modern pedagogical education in Sweden is quite flexible and meets the needs of society in the number and qualifications of teachers. Also teacher has the opportunity in a lifelong pedagogical profile development. In order to ensure the continuous professional growth of teachers in Sweden, a system for improving their qualifications has been developed, regulated at various levels. That is why in conditions of integration processes, modernization of pedagogical education of Ukraine in accordance with the provisions of the Bologna Declaration, the system of professional education of Ukraine faced new tasks, the solution of which is due to increasing the role of personality and teacher professionalism as specialists and citizens in a market economy.
Key words: teacher training; professional development; feathers, lifelong; Sweden.
48
Kahveci, Gul, and Aysegul Ataman. "The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child." Journal of Education and Learning 6, no. 4 (November 9, 2017): 372. http://dx.doi.org/10.5539/jel.v6n4p372.
Full textAbstract:
Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student’s pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational concerns in order to reduce problem behaviors, increasing communication and social skills for a child with visual impairment and Autism Spectrum Disorder (ASD). The child with, multiple disabilities his parents, school teachers, and consultant were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns for educational needs. In this structured educational model, parent, teacher, and special education teacher (consultant) worked collaboratively in interdisciplinary joint decision making with extensive input regarding child’s individuality. The study incorporated a delayed non-concurrent multiple probe design across behaviors using qualitative explanations in mixed design. Outcome measures included parent and school teachers observations of child functioning across home, school and special education settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested the impression that CBC is a socially valid procedure for addressing concerns of child with multiple disabilities across home, school and special education systems. Both parents and school teacher reported the consultation process to be highly acceptable although limitations with the methodology of single subject design. Research is needed to determine the contexts and conditions under which the model is more or less effective using increased number of participants.
49
Nabaskues-Lasheras, Itsaso, Oidui Usabiaga, Lorena Lozano-Sufrategui, Kevin J. Drew, and Øyvind Førland Standal. "Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review." European Physical Education Review 26, no. 4 (December 23, 2019): 865–84. http://dx.doi.org/10.1177/1356336x19891752.
Full textAbstract:
The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.
50
Breeman, L. D., T. Wubbels, P. A. C. van Lier, F. C. Verhulst, J. van der Ende, A. Maras, J. A. B. Hopman, and N. T. Tick. "Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education." Journal of School Psychology 53, no. 1 (February 2015): 87–103. http://dx.doi.org/10.1016/j.jsp.2014.11.005.
Full text