Search results for: Allsopp David H.
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This study aimed to understand the characteristics of the questions and responses of prospective teachers (PTs) who engaged in a mathematics-specific consultation about how to meet the mathematics learning needs of a student with special education needs (SEN). The findings reveal that elementary PTs did not maximise the potential of questioning and responding stages of the consultations. The authors found that elementary PTs rarely asked about how the SEN affected the mathematics learning. They also rarely attended to either the mathematics content or the student engagement in the mathematical practice.
Updated: Feb. 06, 2018
Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program
In this article, the authors describe a systematic effort by a department of special education to integrate technology into teaching through a one-to-one laptop initiative and to examine preservice teachers' perceptions concerning their experiences with the initiative. 13 undergraduate special education majors participated in this study. The authors used both qualitative and quantitative methods. The findings indicate that preservice teachers' perceptions of their abilities to integrate the use of technology in their teaching increased, whereas their attitudes toward integrating technology in teaching remained consistently high across program semesters. Implications of the results are discussed.
Updated: Jan. 12, 2010
In an attempt to address the research to practice gap, the authors developed and evaluated a process for creating and applying video models of effective practices for teacher education. The purpose of the project was to develop an effective process for creating video models of exemplary instructional practices in reading, math, and science. The project was a collaborative endeavor across three Florida university sites. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors present field-test data that demonstrate the influence of video modeling on teacher learning.
Updated: Jun. 29, 2009