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Author: Eric Eugene Budd
Publisher:
ISBN:
Category :
Languages : en
Pages : 338
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Book Description
This research study explored and analyzed the perception and attitudes of first year White special education teachers' experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.
Author: Eric Eugene Budd
Publisher:
ISBN:
Category :
Languages : en
Pages : 338
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Book Description
This research study explored and analyzed the perception and attitudes of first year White special education teachers' experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.
Author: Chiyo Nakata Horiuchi
Publisher:
ISBN:
Category : Rehabilitation counseling
Languages : en
Pages : 206
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Author:
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 72
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Author: ERIC Clearinghouse on Teacher Education, Washington, DC.
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 204
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Book Description
Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This monograph seeks to inform the ongoing policy debate over when and for what purposes alternative certification of teachers should be employed and to develop lessons that might lead to increasing the effectiveness of both alternative certification and traditional programs of teacher preparation. Following an introduction, the publication consists of six articles: (1) "The Theory and Practice of Alternative Certification: Implications for the Improvement of Teaching" (Willis D. Hawley); (2) "Alternative Certification in Connecticut: Reshaping the Profession" (Traci Bliss); (3) "Alternative Certification: State Policies in the SREB (Southern Regional Education Board) States" (Lynn M. Cornett); (4) "Los Angeles Unified School District Intern Program: Recruiting and Preparing Teachers for an Urban Context" (Trish Stoddart); (5) "Teaching and Knowledge: Policy Issues Posed by Alternate Certification for Teachers" (Linda Darling-Hammond); and (6) "The Place of Alternative Certification in the Education of Teachers" (Gary D. Fenstermacher). Selected references for each chapter are included. (LL)
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309134382
Category : Education
Languages : en
Pages : 338
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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.
Author: Regina Patterson
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 584
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Book Description
Author: Council for Exceptional Children
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 156
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Book Description
This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Part 1 provides the CEC's Code of Ethics for Professional Practice for Educators of Persons with Exceptionalities and CEC's Standards for Professional Practice. Part 2 presents the CEC's International Standards for Entry into Professional Practice. Standards for knowledge and skills essential for all beginning special education teachers are outlined first, followed by knowledge and skills for special education teachers working with students with hearing impairments, emotional and behavior disorders, gifts or talents, learning disabilities, mental retardation and developmental disabilities, visual impairments, and physical and health disabilities. The knowledge and skills needed for early childhood programs are also outlined. Part 3 provides guidelines for CEC approval of special education professional preparation programs in the same areas. The items in Parts 2 and 3 are coded by area, topic, and knowledge or skill in order to provide a framework for creating a searchable database of knowledge and skills items. Space is provided next to each item for citing course numbers or other descriptions of where the knowledge or skill is covered in a curriculum or continuing education program. (CR)
Author: Donna Jill Whilden Roy
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 325
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Book Description
Author's abstract: Using critical theory (Horkheimer, 1930/1989; Marcuse, 1937/1989; Freire, 1970/2007; Adorno, 1975/1989; Habermas, 1981/1989; Bronner & Kellner, 1989; Apple, 1995; Kanapol, 1999; Ayers, 2004) and critical disability studies (Kaplan, 1999; Rogers & Swadener, 2001; Barnes, Oliver & Barton, 2002; Thomas, 2002; Allan, 2006; Britton, Floyd & Murphy, 2006; Burch & Sutherland, 2006; Danforth, 2006; Davis, 2006; Ferri, 2006; Gallagher, 2006; Rice, 2006; Shakespeare, 2006; Solis & Connor, 2006; Tregaskis, 2006; Goodley, 2007; Heyer, 2007; Siebers, 2008) as the theoretical framework and composite/compression narrative (He, 2003; Rosenstone, 2003; Mikell, 2011; also see Clandinin & Connelly, 2000), teacher stories (Witherell & Noddings, 1991; Jalongo & Isenberg, 1995)/teacher lore (Schubert & Ayers, 1999), auto/biography (Pinar & Grumet, 1976; Pinar & Grumet, 1981; Grumet, 1988; Bateson, 1989; Britzman, 1991; Graham, 1991; Schrader; 2004; Miller, 2005; Warren, 2005; Freeman, 2007; Haynes, 2007; Casemore, 2008; Morris, 2008; Mitchell, 2009; Roberts, 2009; Peebles, 2011), and fiction (He, 2003; Haynes, 2007; Barone, 2008; Mitchell, 2009; Mikell, 2011) as my methodology, I delved into the literature on White female teachers teaching students of color such as White Teacher (Paley, 1979), Of Borders and Dreams (Carger, 1996), A White Teacher Talks about Race (Landsman, 2001), Talking Race in the Classroom, (Bolgatz, 2005) and Dreams Deferred (Carger, 2009), and there are more that were written by white males, such as We Can't Teach What We Don't Know (Howard, 2006), Holler If You Can Hear Me (Michie, 1999), Spectacular Things Happen Along the Way (Schultz, 2008), Walking the Color Line (Perry, 2000), and Making Meaning of Whiteness (McIntyre, 1997). I critically reflected upon who I was and how I became who I am as a middle class white female special education teacher working with students of of color in rural Georgia. Part of the challenges of this inquiry was to recognize the lies I had been told throughout my life, to examine and challenge my own White privilege and racial beliefs, to become critically aware of how those lies, privileges, and racial beliefs affected the ways I worked with students of color in rural Georgia, to transgress deficit-oriented and standardized school curriculum, and to develop a culturally responsive and challenging pedagogy that brings the highest potential (Siddle-Walker, 1996) in all. There are five major ideas that have emerged from my research. Critically reflecting upon one's personal and professional experiences and examining one's values, beliefs, and privileges help develop empathy and compassion toward students with differences, which is the first, perhaps the most important step, to become a culturally responsive teacher in a predominantly White and rural area in the United States. Critical reflection and self-examination enables one to think, to question, to look beyond the habitual and the mundane, and to see possibilities. Transgressing deficit-oriented and standardized school curriculum that labels and standardizes students, imprisons their minds, and sabotages their potential, helps develop a culturally responsive pedagogy that recognizes students' strengths and challenges and creates hopes and dreams so that all students are able to thrive. Recognizing and confronting White privilege and racism involve risk-taking and evoke emotions that lead to vulnerability and resistance. To cultivate cultural awareness and critical consciousness of teachers, we not only need to continually challenge our privileges and prejudices, but we also need to work with other teachers, students, parents, and other members of the school community to strategically and creatively educate policy makers and administrators to create a curriculum of equal opportunities for all students.
Author: Joseph S. Prus
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
This handbook provides certification and licensure requirements for school psychologists. It is intended for use by school psychology students, trainers, practitioners, administrators, state department personnel, and legislators. The introduction explains the data collection and validation procedures used in developing this handbook. A section on the certification and licensure process clarifies common terms and provides basic information about certification and licensure in school psychology. Methods of certification and licensure review, reciprocity among states, teaching and field experience, and levels and types of certification are discussed. The major section on certification requirements presents guidelines for reading and understanding certification requirements. A standard format is used for outlining the certification requirements of individual states. States are listed alphabetically and, for each state, information is provided under the headings of: levels of certification, fees, duration/types of certification, competency examinations, process of certification review for graduates of in-state training programs, process of certification review for persons entering from out-of-state, teaching experience, undergraduate course credit applicable to certification, renewal requirements, source of certification requirements, joint licensure/certification, possible revision of certification requirements, requirements for each level of certification, minimum degree and minimum credit hours, course work/area requirement/relevant credit hours, internship/externship requirements, and applying for certification contacts. The section on licensure requirements presents, in tabular form, state information on titles, minimum degree requirements, specialties, experience requirements, mandatory examinations, renewal periods, and continuing education requirements. Survey forms are appended. (NB)
Author: Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards
Publisher: National Academies Press
ISBN: 9780309121187
Category : Education
Languages : en
Pages : 0
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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish “high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools.” In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students’ achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.
