International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Pugach Marleen C.
Page 1/1
6 items
1
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record.
To address this gap, the authors examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity.
Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality.
Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.
Published: 2021
Updated: Jun. 03, 2021
2
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Published: 2017
Updated: May. 11, 2017
3
The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs of teacher education. The goal of this article is to provide a conceptual framework to simultaneously make sense of and problematize the landscape of collaborative teacher education, based on a classification system of program models.
Published: 2011
Updated: Sep. 27, 2012
4
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Published: 2011
Updated: Aug. 30, 2012
5
In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. The authors conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist and difficulties with holding districts accountable for teacher quality provisions.
Published: 2010
Updated: Jun. 15, 2010
6
The purpose of this article is to propose a framework for conducting research on teacher education programs. These programs practice collaboration between special and general education faculty to advance inclusion.
Published: 2009
Updated: May. 27, 2009