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A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs
Title
A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator
McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format
Document (PDF)
Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology
Title
Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology.
Creator
Goodman, Janet I., Florida Atlantic University, Brady, Michael P.
Abstract/Description
Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher...
Show morePreparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.
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Date Issued
2005
PURL
http://purl.flvc.org/fau/fd/FADT12131
Subject Headings
Special education teachers--Training of, Classroom management, Teacher effectiveness--United States, School supervision--United States
Format
Document (PDF)