International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Alvarez McHatton Patricia
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4 items
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The authors review prior research on special education candidate assessment from 2000 to the present. They examine three primary domains: a) skills and knowledge related to academics, behavior, collaboration, and transition; b) dispositional factors, including attitudes about disability, inclusion, and diversity; and c) authentic, field-based assessments, including measures of candidates’ impact on students and their induction experiences.
Published: 2014
Updated: Jun. 25, 2014
2
This longitudinal study explored elementary and special education pre-service teachers’ perceptions of inclusion as they partnered for a classroom management course and a field placement in K-5 classrooms. The findings indicate statistically significant changes in the elementary pre-service teachers, but no change in the special education pre-service teachers.
Published: 2013
Updated: Mar. 05, 2014
3
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.
Published: 2009
Updated: Jan. 12, 2010
4
General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in special education and the other in English education, to have their students participate in a collaborative and consultative relationship with each other at the pre-service level.
Published: 2008
Updated: Dec. 29, 2008