Search results for: Weiss Margaret P.

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Practicing Collaboration in Teacher Preparation: Effects of Learning by Doing Together
Authors: Weiss Margaret P., Pellegrino Anthony, Brigham Frederick J.
In this article, the authors describe candidate outcomes from a course about collaboration that was taught in two ways: (a) as a co-taught course with faculty and candidates from social studies and special education and (b) as a course in the special education program that included only faculty and candidates in special education.
Published: 2017
Updated: May. 11, 2017
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The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills
Authors: Nagro Sarah A., deBettencourt Laurie U., Rosenberg Michael S., Carran Deborah T., Weiss Margaret P.
The goal of this study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time.
Published: 2017
Updated: May. 11, 2017
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Beyond the Blind Date: Collaborative Course Development and Co-Teaching by Teacher Educators
Authors: Weiss Margaret P., Pellegrino Anthony, Regan Kelley, Mann Linda
This article describes a participatory action research study undertaken by teacher educators.They approached the lack of cross-disciplinary collaborations in two teacher preparation programs by developing and implementing a co-taught course on collaboration for general and special education teachers is presented.
Published: 2015
Updated: Aug. 02, 2015