Search results for: Marable Michele A.
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Book Talks in Special Education Methods Courses: Using Literature to Influence, Inspire, and Prepare Teacher Candidates
The article describes an investigation on the use of literature as part of the teacher preparation process which probed the impact of book talks on teacher candidates' attitudes toward people with disabilities. The study took place in a private college in western New York. Forty undergraduate teacher candidates in 4-year special education certification program participated in the study. Qualitative analysis revealed that the assignment influenced an increase in positive attitudes toward individuals with disabilities reflecting insight, empathy, and respect.
Updated: Oct. 26, 2010
This study describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. 73 undergraduate and graduate students enrolled in a teacher preparation program were recruited for participation in the SITC program. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups.
Updated: Jul. 22, 2009
The article described a study using mail-in surveys regarding the most and least supportive element of mentoring. Among teachers who were mentored, the experience was the most supportive. Colleagues and administrative support were identified as the most supportive for teachers who were not mentored. Both groups cited similar least supportive factors. Both cited administration, training, and lack of materials.
Updated: Mar. 20, 2008