Search results for: Program implementation
Page 1/6 51 items
Examining Diverse Perspectives of edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, the authors examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, they examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, they contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.
Updated: Jun. 24, 2021
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Updated: Mar. 15, 2017
This paper provides the details of the systemic change occurring over a five-year period through a comprehensive evaluation model. The results of the comprehensive evaluation plan indicate, over time, increases in the implementation of building-level supports, rated performance of co-teaching partnerships and grades for students with disabilities in co-taught classrooms. The evolution of the model extended to include web resources, interactive webinars, onsite coaching and specific evaluation feedback and recommendations to individual schools and teachers.
Updated: Sep. 04, 2016
An Exploration of the Relationships between Mentor Recruitment, the Implementation of Mentoring, and Mentors’ Attitudes
This study examined aspects of mentor recruitment in relationship to the content and logistics of mentoring, mentors’ feelings of role conflict, satisfaction from mentoring, and their attitudes towards the need for matching mentors and new teachers. The results revealed that aspects of mentor recruitment were found to influence both mentoring dynamics and mentors’ attitudes and satisfaction.
Updated: Jul. 11, 2016
Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework
In this study, the authors examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. For this study, they developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to science, technology, engineering, and math (STEM) practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. The results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications.
Updated: Jun. 07, 2016
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
This article examines the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework. These concepts are combined to describe and analyse an exemplary professional development programme in Austria.
Updated: Sep. 24, 2015
This study investigates how iPhones® have been used by preservice students, supervising teachers and teacher educators to provide formative assessment to preservice teachers on practicum. Data from an action research project showed improvement of practicum experiences for mentors and preservice teachers. Results indicate that there is strong support for the use of mobile devices as a means to support supervising teachers in their decision-making processes.
Updated: Aug. 03, 2015
Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD: Creating a Community of Practice
In this article, the authors used multiple measures to evaluate whether special education graduates (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. The findings reveal that all 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity.
Updated: Jul. 30, 2015
Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities
In this article, the authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills.
Updated: Jul. 05, 2015
In this article, the authors discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. They describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered.
Updated: Dec. 22, 2014