Programs & Practicum (333 items)To section archive
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teacher
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.
Updated: Aug. 22, 2021
Human-in-the-loop simulation is a valuable tool that can support novice teachers in learning how to lead classroom discussions. The authors ground their use of simulation in a theory of practice-based teacher education, examining how authenticity is theorized around approximations of practice. They then illustrate the use an approximation of practice approach, discussing guiding principles of project work in which novice teachers learn to facilitate small-group discussions with digitally simulated fifth-grade students. Several provocative vignettes illustrate the complexity of authenticity, suggesting additional theorization to help use authenticity as more a malleable attribute than as simulation’s end goal. One implication is that more study is needed, in the context of using virtual environments and humans in teacher education, addressing authenticity, participant perception of authenticity, and their interaction.
Updated: Aug. 20, 2021
In this case study, the authors explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from their study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from their study provide lessons for others seeking to revise their teacher education curricula.
Updated: Aug. 10, 2021
As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.
Updated: Aug. 03, 2021