Search results for: McBride Stephanie
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This article uses data from multiple stakeholders to evaluate whether Secondary Dual Educator’s Program (SDEP) candidates and graduates are meeting program goals. The findings suggest that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process. These graduates reported that learning a process for differentiated planning and instruction helped them to be successful first-year content-area teachers in diverse inclusive classrooms.
Updated: Apr. 24, 2017
This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.
Updated: Mar. 27, 2017