Search results for: McHatton Alvarez Patricia
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This article aims to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.
Updated: Jan. 25, 2016
Recent legislative mandates, such as Individuals With Disabilities Education Improvement Act and No Child Left Behind, calling for improved access to the general education curriculum for students with disabilities. However, preservice teachers have not been adequately prepared for collaborative teaching in inclusive classrooms. To address this disconnect, the authors describe a cross-departmental collaboration created to bridge the experiences of general and special education preservice teachers and provide a context for coteaching at the preservice level.
Updated: Jun. 18, 2011
This research examines perceptions of special education teachers pertaining to mathematics instruction as learners and teachers throughout a semester-long mathematics methods course. The participants were eighteen alternate-entrant special education teachers who were enrolled in the required elementary school mathematics methods course for their program of study. Data were collected via mathematics autobiographical narratives, recollections of the participants’ experiences as K-12 learners of mathematics, and information pertaining to elements of their ideal mathematics classroom.
Updated: Aug. 29, 2010