17p

17. Teacher Education and Special Education ‫נמצא במאגר וילסון‬ ----------------------------------Section 7 Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 57-66 Title: Reviewing and Refining: A Professional Education Unit's Journey Toward Accreditation Personal Author: Spooner, Fred

Anderson, Kelly M.; Spooner, Melba; Calhoun, Mary Lynne;

Key Words: Colleges and universities Accreditation Teacher education Standards ‫תקציר‬ This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005.

‫מאמר‬ Source: Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 57-66 This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005. Beginning with the unit's revision of their conceptual framework and alignment of their professional educator preparation programs to the revised National Council for Accreditation of Teacher Education standards, the authors hope to provide concrete illustrations of how very basic elements of collaboration, shared decision making, open communication, and purposeful engagement among all constituents led to successful achievement of national and state accreditation, and may be accomplished by other universities and colleges as they pursue this milestone achievement toward excellence in teacher education. ---------------------------------Section: 2 Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 67-82 Title:

Personal Epistemologies and Learning to Teach

Personal Author: Bondy, Elizabeth; Ross, Dorene; Adams, Alyson; Nowak, Rhonda; Brownell, Mary; Hoppey, David; Kuhel, Karen; McCallum, Cynthia; Stafford, Lynne Key words: Psychology of learning Theory of knowledge

Attitudes ‫תקציר‬ This study investigated the question, how do pre service teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the pre service teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education. ‫מאמר‬ Source: Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 67-82 Personal epistemologies, individuals' beliefs about the nature of knowledge and how one comes to know, can facilitate and constrain cognition, motivation, and learning (Pintrich, 2002). They are especially relevant in teacher education because pre service teachers will become responsible for the knowledge and knowing of others. This study investigated the question, how do pre service teachers approach their learning in a unified teacher education program? Through extensive interviews with 14 participants over the course of two semesters, the researchers gained insight into the pre service teachers' learning process and related epistemological beliefs. By understanding these beliefs, teacher educators may be able to improve instruction and learning in teacher education. -----------------------------------------Section: 3 Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 93-102 Title: Copyright Law and Content Management for Teacher Educators

Protection

Mechanisms:

Digital

Rights

Personal Author: Ludlow, Barbara L.; Duff, Michael C. Key words: Copyright Laws and regulations Internet video Digital video ‫תקציר‬ This article outlines the major provisions of the TEACH Act as they relate to converting, creating and implementing digital media. Then it presents currently available content protection mechanisms for controlling access to and preventing copying of various file formats to comply with the Acts provisions and protect one's own and others' intellectual property. ‫מאמר‬ Source: Teacher Education and Special Education v. 30 no. 2 (Spring 2007) p. 93-102 The integration of new technologies using digital media materials in pre service and in service programs to prepare educational personnel presents both opportunities and challenges for teacher educators in special education. The Technology, Education, and Copyright Harmonization (TEACH) Act of 2002 provided some guidelines for appropriate use of

copyrighted materials in face-to-face, televised, and online instruction and focused educator's attention on the need for policies and practices related to digital rights management. This article outlines the major provisions of the TEACH Act as they relate to converting, creating and implementing digital media. Then it presents currently available content protection mechanisms for controlling access to and preventing copying of various file formats to comply with the Acts provisions and protect one's own and others' intellectual property. This information will be useful for educators who use commercial materials or develop their own media for use in personnel preparation programs or staff development activities. -------------------------Winter 2007, vol 30, n. 1 Section: 6 Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 1-12 Title: Developing Collaboration Skills in Pre-service Teachers: A Partnership Between General and Special Education Personal Author: Arthaud, Tamara J.; Aram, Roberta J.; Breck, Susan E.; Doelling, Jane E.; Bushrow, Kathy M. Key words: Special Education teachers TE Aims and objectives Education of the handicapped Knowledge & skills ‫תקציר‬ Today's general and special educators must develop skills as collaborative educators to educate children with disabilities. This article explores this collaborative relationship, discusses implications for change in teacher preparation, and describes one teacher education seminar designed to provide prospective general and special educators with opportunities to practice essential skills of collaboration ‫מאמר‬ (A.T) Source: Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 1-12 As P-12 education changes to meet the needs of children and federal and state regulations, teacher education must change to prepare candidates with knowledge and skills expected of today's educators. The Individuals with Disabilities Education Act and No Child Left Behind Act increased opportunities for students with disabilities to be educated within the general education classroom, thus increasing the accountability of general educators for the progress of these children. Today's general and special educators must develop skills as collaborative educators to educate children with disabilities. This article explores this collaborative relationship, discusses implications for change in teacher preparation, and describes one teacher education seminar designed to provide prospective general and special educators with opportunities to practice essential skills of collaboration.

----------------------Section: 6 Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 24-33 Title: An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes Personal Author:

Maheady, Larry; Jabot, Michael; Rey, Janeil; Michiell-Pendl, Jean

Key Words: Teacher education in service Methods of instruction Methods of evaluation Teacher evaluation Field work Source: 33

Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 24-

‫תקציר‬ We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes. Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Implications for teacher educators in general and special education are discussed. ‫מאמר‬ )A.T) Source: Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 24-33 Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes. Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17, 000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60[percent] of sampled lessons. Implications for teacher educators in general and special education are discussed. Section: 6 Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 42-51 Title:

Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers

Personal Author: Silverman, Jenzi C. Key words: Education of the handicapped Theory of knowledge Attitudes Teachers college students Inclusion

‫תקציר‬ This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. ‫מאמר‬ (A.T) Source: Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 42-51 Previous investigations suggest that in addition to positive attitudes toward inclusion, highlevel beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. Implications of findings for teacher education and further inquiry are discussed. ------------------------------Section: 3 Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 34-41 Title: Comparing Web-based Education Content

to

Traditional

Instruction

for

Teaching

Special

Personal Author: O'Neal, Kelly; Jones, W. Paul; Miller, Susan P.; Campbell, Pamela; Pierce, Thomas Key words Special education Internet use Internet evaluation Distance education Teachers colleges ‫תמצית‬ Researchers compared WBI to traditional instruction for teaching undergraduate students about students with disabilities. .Researchers measured students' achievement and opinions. Results indicated that the two groups of students began the course with similar knowledge and completed the course with similar knowledge gains. Findings indicated that WBI is effective for disseminating special education course content to pre service teachers.

‫מאמר‬ (A.T) Source: Teacher Education and Special Education v. 30 no. 1 (Winter 2007) p. 34-41 Web-based instruction (WBI), including both online courses and online degree programs, offer flexibility to students and instructors and are now typical in higher education programs. Researchers compared WBI to traditional instruction for teaching undergraduate students about students with disabilities. Forty-four students participated in this study. Half were enrolled in the Web-based section of the course; half were enrolled in the traditional section. Researchers measured students' achievement and opinions. For pretest and posttest scores, significant differences were found within groups; no significant differences were found between groups. Results indicated that the two groups of students began the course with similar knowledge and completed the course with similar knowledge gains. No significant differences in opinions were found between the two groups. Findings indicated that WBI is effective for disseminating special education course content to pre service teachers. -----------------------