In search of a scientific basis for teacher preparation
In search of a scientific basis for teacher preparation (Tr 564-574)
Robert A. Gable
Abstract: Statement of the
Problem: There is growing pressure on school personnel to rely on the use of
evidence-based teaching practices. Unfortunately, research indicates that few beginning
teachers engage in evidence-based practices or do so across time.
Replacement of the hodgepodge of flawed and ineffective strategies with those that are based on strong empirical support poses major challenges.
Replacement of the hodgepodge of flawed and ineffective strategies with those that are based on strong empirical support poses major challenges.
Research Topic: A major challenge exists with regard to the
reform of teacher preparation programs so that they reflect what is known about
the science of teacher education. In addition, once students graduate, ways
must be found to promote the use of evidence-based practices with fidelity.
General findings: First, based on a review of the
literature, it appears that teacher educators should examine critically both
the university curriculum and teaching practices to ensure they have strong
empirical support. Second, the need exists to alignment innovative university
instruction with highly structured field-based experiences. Third, it is
important to provide beginning teachers a systematic ‘induction’ into the
workplace to minimum the disconnect between university and K-12 classrooms.
Finally, there is mounting evidence that coaching represents a powerful tool
for facilitating teacher implementation of evidence-based practices with
fidelity.
Keywords: Teacher preparation;
evidence-based practices; fidelity; teacher induction; coaching; professional
development.
Received:
18th August 2016; Revised: 26th October 2016; Accepted: 31st
October 2016
References
Council for Exceptional Children. 2015. What Every
Special Educator Must Know: Professional Ethics and Standards. Arlington, VA:
CEC.
Cook, Bryan G., Landrum, Timothy J., Tankersley, Melody
T., and James M. Kauffman. 2003.“Bringing Research to Bear on Practice:
Effective Evidence-based Practices for Students with Emotional and Behavioral
Disorders.”Education and Treatment of Children, 26: 345-361.
Cook,
Bryan and Sara C. Cook. 2011. Thinking
and Communicating Clearly about Evidence-based Practices in Special Education.
Council for Exceptional Children, Division for Research.
Cook, Bryan, Cook,
Lysandra, and Timothy J. Landrum. 2013. “Moving Research into Practice: Can We Make
Dissemination Stick?”Exceptional Children, 79:163-180.
Dicker, Lisa, Lane, Holly, Allsopp, David, O’Brien,
Chris, Butler, Tyran, Kyger, Maggie, Lovin, LouAnn and Nicole Fenty. 2009.
Evaluating Video Models of Evidence-based Instructional Practices to Enhance
Teacher Learning.” Teacher Education and Special Education, 32: 180-196.
Desimone, Laura M. 2009. “Improving Impact Studies of
Teachers’ Professional Development: Toward Better Conceptualizations and
Measures.” Educational Researcher, 38:181-199.
Desimone, Laura M. 2011. “A Primer on Effective
Professional Development.” Phi Delta Kappan, 92: 68-71.
Detrich, Ronnie 2011. Evidence-based Education, Treatment
Integrity, and Educational Reform.
Presentation given at Northwestern University, October 7, Evanston, Ill.
Fixsen, Dean, Blasé, Karen, Horner, Rob, and George
Sugai. 2009. Concept paper: Developing the capacity for scaling up effective evidence-based
programs in state departments of education. Retrieved September 8, 2016.
http://www.fpg.unc.edu/̴sisep/resources.cfm.
Gable, Robert A. 2014. Teaching Students with Emotional
Disabilities: Challenges and Opportunities. Pp. 117-140 in Special Education
Past, Present, and Future: Perspectives on the Field. Bryan G. Cook, Melody
Tankersley, and Timothy J. Landrum (eds.) United
Kingdom: Emerald.
Han, Susan S. and Bahr Weiss.2005. “Sustainability of
Teacher Implementation of School-based Mental Health Programs. ”Journal of
Abnormal Psychology, 33:665-679.
Henning, John, Gut Diane and Pamela Beam. 2015.
“Designing and Implementing a Mentoring Program to Support Clinically-based
Teacher Education.” The Teacher Educator, 50:145-162.
Hord, Shirley M. 2009. “Professional Learning
Communities: Educators Work Together Toward a Shared Purpose.” Journal of Staff Development, 30:40-43.
Hunt, J.H., Powell, S., Little, M. E., and Mike Alyson.
1013. “The Effects of E-mentoring on Beginning Teacher Competencies and
Perceptions.” Teacher Education and Special Education, 36:286-297.
IDEIA.
2004. Individuals with Disabilities Education Improvement Act
of 2004, Public Law 108-446.
Israel, Maya, Carnahan, Christina, Snyder, Kathleen K.,
and Pamela Williamson. 2012. “Supporting New Teachers of Students with
Significant Disabilities through Virtual Coaching: A Proposed Model.” Remedial
and Special Education, 14: 195-204.
Joyce, Bruce and Beverley Showers. 2002. Student
achievement through staff development. Alexandria, VA: Association for
Supervision and Curriculum Development.
Kalis, Tara M., Vannest, Kimberly J., and Rich Parker.
2007. “Praise Counts: Using Self-Monitoring to Increase Effective Teaching
Practices.” Preventing School
Failure, 51: 20-27.
Keyworth, Randy. 2013. Teacher Coaching: The Missing Link
in Teacher Professional Development. 31st Annual Western Regional
Association of Behavior Analysis. February 22, Garden Grove, CA.
Kretlow, Allison. G. and Christina Bartholomew. 2010.
“Using Coaching to Improve the Fidelity of Evidence-based Practices: A Review
of Studies.”Teacher Education and Special Education, 33:279-299.
Kretlow, Allison G., Cooke, Nancy, and Charles M. Wood. 2012. “Using In-service and Coaching to
Increase Teachers’ Accurate Use of Research-based Strategies. ”Remedial and
Special Education, 33:348-361.
Lane, Kathleen L., Bocian, K. M., MacMillan, D. L.,
andFrank M. Gresham. 2004. “Treatment Integrity: An Essential but Forgotten
Component of School-based Interventions.”Preventing School Failure, 48: 36-43.
Leko, Melinda M. and Mary T. Brownell. 2009. “Crafting
Quality Professional Development for Special Educators: What School Leaders
Should Know.” Teaching Exceptional Children, 42:64-70.
Leko, Melinda, Brownell, Mary, Sindelar, Paul, and Kristin
Murphy. 2012. “Promoting Special Education Preservice Teacher Expertise.” Focus
on Exceptional Children, 44:1-16.
Maheady, Larry and Michael Jabot. 2012. Comprehensive
Teacher Induction: What We Know, Don’t Know and Must Learn Soon! Pp. 65-83 in
Effective Teachers Make a Difference. Ronnie Detrich, Randy Keyworth & Jack
State (eds.) Oakland, CA: Wing Institute.
McKenna, John W., Flower, Andrea, and Stephen Ciullo.
2014. “Measuring Fidelity to Improve Intervention Effectiveness. ”Intervention
in School and Clinic, 50:15-21.
No Child Left Behind Act of 2001. Public Law 107-110.
O’Donnell, C. L. 2008. “Defining, Conceptualizing, and
Measuring Fidelity of Implementation and Its Relationship to Outcomes in K-12
Curriculum Intervention Research.” Review of Educational Research, 78:33-299.
Rock, Marcia L., Gregg, Madeline, Thead, Beth
K., Gable, Robert A., and Naomi Zigmond. 2009. “Can You Hear Me Now?
Evaluation of an Online Wireless Technology to Provide Real-time Feedback to
Special Education Teachers-in-training. ”Teacher Education and Special
Education, 32:64-82.
Sanetti, Lisa M. H. and Florence D. D. Reed. (2012.
“Barriers to Implementing Treatment Integrity Procedures in School Psychology
Research: Survey of Treatment Outcomes Researchers. ”Assessment for Effective
Intervention, doi: 10.1177/1534508411432466.
Sarason, Seymour.1996. Revisiting the Culture of Schools
and the Problem of Reform. New York, NY: Teachers College Press.
Scheeler, Mary C. 2008. “Generalizing Effective Teaching
Skills: The Link in Teacher Preparation. ”Journal of Behavioral Education,
17:45-159.
Simonsen, Brandi, Fairbanks, Sarah, Briech, Amy, Myers,
Diane, Florence D. D. and George Sugai.2008. “Evidence-based Practices in
Classroom Management: Considerations for Research and Practice. ”Education and
Treatment of Children, 31:351-381.
U S. Department of Education 2002. National Center for Education
Statistics. The Condition of Education. NCES 2002-025. Washington, D.C. U.S.
Government Printing House.
U.S. Department of Education 2003. Identifying and Implementing
Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
Institute of Educational Sciences. Retrieved August 11, 2016 from
Utley, Bonnie L.
2009. “An Analysis of the Outcomes of a Unified Teacher Preparation
Program.” Teacher Education and Special Education, 32: 137-149.
Vaughn, Sharon and Elizabeth Swanson. 2015. “Special
Education Research Advances Knowledge of Education.” Exceptional Children, 82: 11-24.
Vernon, Lisa J., Floyd, Loury O., Dukes, Charles and
Sharon M. Darling. 2014. “Course Delivery: Keystones of Effective Special
Education Teacher Preparation.” Teacher Education and Special Education, 37: 34-50.
Comments
Post a Comment