Curriculum: The Keystone for Special Education Planning

Goldstein, Marjorie T.

doi:10.1177/004005998601800313

Cited by 6 publications

(2 citation statements)

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“…Other early examples include:  Journal of Planning Education and Research -A roadmap of subjects/themes which can be constantly referred to as students move through the material (Davidson, 1986).  Teaching Exceptional Children -A roadmap of the curriculum to plot where students have been, where they are and where they are going (Goldstein, 1986).  California Management Review -A roadmap to provide a tangible proof of progress and what has been accomplished through the course syllabus (Culbert, 1977).…”

Section: Educationalmentioning

confidence: 99%

Technology roadmapping: Industrial roots, forgotten history and unknown origins

Kerr

Phaal

2020

Technological Forecasting and Social Change

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Section: Educationalmentioning

confidence: 99%

Technology roadmapping: Industrial roots, forgotten history and unknown origins

Kerr

Phaal

2020

Technological Forecasting and Social Change

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“…This may be due in part to the rapid expansion of special education programs and the amount of attention that has been directed to meeting detailed federal and state requirements. Therefore, these programs may reflect the preferences of individual teachers and administrators rather than a systemwide perspective (Billingsley & Houck, 1988;Brozovich & Kotting, 1984;Goldstein, 1986). …”

Section: Understanding Special Education Programsmentioning

confidence: 99%

Evaluating special educators: Context and considerations for evaluation design

Billingsley

1989

J Pers Eval Educ

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Rethinking the Teacher Education Curriculum in Special Education: Dilemmas in Connecting with the Field

Otis‐Wilborn

Winn

1999

Action in Teacher Education

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Teacher educators understand the importance of building strong connections between university coursework and preservice teachers' experiences in the field. However; often the two settings difSer in terms of philosophical and methodological perspectives and practice, presenting teacher education programs with a number of dilemmas. The purpose of this article is twofold. First, we describe our curriculum inquiry process in which we examined and reflected on data collected from cooperating teachers, student teachers, and university student teaching supervisors in the special education teacher certification program at the University of Wisconsin-Milwaukee (U WM). We were guided by a question that had plagued us for several years: How does our teacher education curriculum connect with preservice teachers' experiences in the field? Second, we summarize and discuss the outcomes of our inquiry as dilemmas, which emerged as we considered the experiences and expectations of each of the stakeholders in the student teaching process.

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Curriculum: The Keystone for Special Education Planning

Cited by 6 publications

References 4 publications

Technology roadmapping: Industrial roots, forgotten history and unknown origins

Technology roadmapping: Industrial roots, forgotten history and unknown origins

Evaluating special educators: Context and considerations for evaluation design

Rethinking the Teacher Education Curriculum in Special Education: Dilemmas in Connecting with the Field

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