Merging General and Special Education Teacher Preparation Programs to Create an Inclusive Program for Diverse Learners

Sobel, Donna M.; Iceman-Sands, Deanna; Basile, Carole G.

doi:10.1080/15476880701484113

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…What does exist are primarily program descriptions (e.g., Blanton et al, 1997;Bondy & Ross, 2005;Bondy, Ross, Sindelar, & Griffin, 1995;Feden & Clabaugh, 1986;Hardman, 2009;Heston, Raschke, Kliewer, Fitzgerald, & Edmiaston, 1998;Kemple, Hartle, Correa, & Fox, 1994), some of which also report formative and summative evaluation data (e.g., Jenkins et al, 2002;Lesar, Benner, Habel, & Coleman, 1997;D. E. Miller, 1991;Sands et al, 2007;Sobel, Iceman-Sands, & Basile, 2007;Stoddard, Braun, Hewitt, & Koorland, 2006). In addition, a small number of survey studies have been conducted to describe the characteristics of collaborative programs (McKenzie, 2009; P. S. Miller & Stayton, 1998) or how faculties report including content across general and special education (Voltz, 2003).…”

mentioning

confidence: 99%

Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education

Blanton

Pugach

2011

Teacher Education and Special Education: The Journal of the Tea

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The alignment of the teacher quality provisions of the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) and the transparency of low achievement of students who have disabilities under the testing mandates of NCLB have converged to create substantial renewed interest and activity in collaborative programs of teacher education—a term used to describe program redesign that brings together teacher preparation for general and special education to improve education not only for students who have disabilities but also for all students who struggle. Such preservice efforts (often referred to as “dual certification” or “dual licensure”) are not only proliferating at a rapid pace, they are proceeding in the absence of analytic frameworks to consider collaborative teacher education more critically, to create a common discourse around this trend, to capture variations in collaborative teacher education, to clarify its multiple meanings, and to uncover assumptions under which such program development is taking place. The purpose of this article is to provide a conceptual framework to simultaneously make sense of and problematize the landscape of collaborative teacher education, based on a classification system of program models.

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mentioning

confidence: 99%

Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education

Blanton

Pugach

2011

Teacher Education and Special Education: The Journal of the Tea

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“…Pugach and colleagues (2014) excluded survey and attitudinal studies from their analysis. Sixteen of the thirty studies included in the chapter included some form of assessments of preservice teachers (Andrews, 2002;Arndt & Liles, 2010;Brown, Welch, Hill, & Cipko, 2008;Frey, Andres, McKeeman, & Lane, 2012;Geer & Hammill, 2007;Golder, Norwich & Bayliss, 2005;Goodnough, Osmand, Dibbon, Glassman, & Stevens, 2009;Griffin, Jones, & Kilgore, 2006;Kamens, 2007;Kamens & Casale-Giannola, 2004;Kurtts, Hibbard, & Levin, 2005;Jeffs & Banister, 2006;Maheady, Jabot, Rey, & Michelli-Pendl, 2007;McHatton & Daniel, 2008;Sobel, Iceman-Sands, & Basile, 2007;Young, 2011a). One of the findings of the review revealed that when the term "diverse" appeared within the studies about collaboration, it was typically to reference the diversity of participants' academic or departmental backgrounds or to reference the diverse learning needs of P-12 learners.…”

Section: Assessments Of Collaborative Skillsmentioning

confidence: 99%

“…The researchers of these studies used a variety of researcher-developed assessments and applied quantitative, qualitative or mixed methods approaches to the analysis of the data. The assessments ranged from one or more of the following: pre-and post-test surveys (Brown et al, 2008;Jeffs & Banister, 2006;Kurtts et al, 2005;Maheady et al, 2007;McHatton & Daniel, 2008;Murray & Curran, 2008;Sobel et al, 2007;Stang & Lyons, 2008;Welch & Brownell, 2002;), qualitative analyses of preservice candidates responses (Arndt & Liles, 2010;Gallagher, Vail, & Monda-Amaya, 2008;Geer & Hamill, 2007;Griffin et al, 2006;Kamens & Casale-Giannola, 2004;Stang & Lyons, 2008;Young, 2011a), curricular probes to assess content knowledge (Hallam, Buell, and Ridgeley, 2003;Van Laarhoven et al, 2007), field-based observation reports (Frey et al, 2012;Golder et al, 2005;Goodnough et al, 2009;Kamens, 2007), case based assessment (Andrews, 2002), and qualitative vignettes (Bradley & Monda-Amaya, 2005).…”

Section: Handbook Of Research On Special Education Teacher Preparationmentioning

confidence: 99%

“…Two of the studies (Griffin et al, 2006;Kamens, 2007) appeared in both the McCall et al (2014) and reviews. Four studies appeared in Pugach and colleagues' (2014) handbook chapter (Andrews, 2002;Arndt & Liles;2010;Sobel et al, 2007;Young 2011a). Two studies are from the McCall et al (2014) review and addressed preservice teachers' collaboration with families (Hallam et al, 2003;Murray & Curran, 2008).…”

Section: Handbook Of Research On Special Education Teacher Preparationmentioning

confidence: 99%

“…For example, Frey et al (2012) used the word "diverse" 13 times in their study, but the entire discussion on diversity was limited to students' ability and learning levels and included no demographic information pertaining to the faculty, preservice teachers, or the students' racial, cultural or linguistic backgrounds. Nonetheless, there were indications that some researchers and teacher educators were mindful of the intersecting identities of not only students in the school system (Sobel et al, 2007) but also the intersecting identities of the preservice teachers (Andrews, 2013;Murray & Curran, 2008).…”

Section: Data Sources Inmentioning

confidence: 99%

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Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

Boveda¹

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All rights reserved.iv DEDICATION Mamí. Nunca tuvo acceso a una educación formal. Sin embargo, se sacrifico con el fin de que mis hermanos y yo lo haría. Su ejemplo, bondad, humildad, sabiduría y oraciones son las razones que puedo escribir estas palabras. Doy gracias a Dios por honrarme con una madre como la mía.To Nathan Boveda, my best friend. Thank you for being an exemplary father to our children and our loves: Leah, Nathan, and Nicole. Thank you for loving my mother as she was your own and collaborating with her to support and sustain me during this journey. Thank you most of all for your integrity. Intersectionality theory explores the complexities of the interactions of multiple markers of difference. Intersectionality holds great potential as a concept for preservice teachers' understanding of diversity because it can inform collaborative efforts with diverse stakeholders, enhance preservice teachers' understanding of diverse learners, and facilitate an integrated treatment of diversity in teacher preparation research. The researcher uses the term "intersectional competence" to describe preservice teachers' understanding of diversity and how students, families, and colleagues have multiple sociocultural markers that intersect in nuanced and unique ways.The purpose of the study was to identify the indicators that best capture intersectional competence and to develop and validate an instrument that measures preservice teachers' intersectional competence. The researcher drew from the literature on intersectionality in special education, the research on collaborative teacher preparation, and assessments of preservice teachers' understanding of diversity to viii identify indicators of the intersectional competence construct. The instrument included two subsets of items. Subset A was a survey designed for preservice teachers to selfreport their intersectional competence and Subset B consisted of items of a case-based measure of preservice teachers' intersectional competence. A mixed-methods sequential exploratory research design was used to develop and validate the instrument.During the qualitative phase, the researcher collected data that strengthened the theoretical basis for validating the instrument (i.e., interviews with focus groups, consulting with experts, and cognitive pre-testing). Throughout the qualitative phase, general education and special education preservice teachers were able to recognize and discuss the complexities of intersecting sociocultural categories. The second phase of the study involved the quantitative analysis of the validity and reliability estimates established for the instrument and the piloting of the items with 107 participants. The piloted draft of the ICM was upheld to be a reliable tool to assess whether preservice teachers are adequately competent to meet the needs of a complex and diverse school population. The feedback about each subset of the pilot of the ICM, as well as feedback about the instrument as a whole, indicate that the ICM will require further development a...

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Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship

Kervick

Jenkins

Swindlehurst

2019

The Teacher Educator

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Merging General and Special Education Teacher Preparation Programs to Create an Inclusive Program for Diverse Learners

Cited by 13 publications

References 16 publications

Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education

Using a Classification System to Probe the Meaning of Dual Licensure in General and Special Education

Beyond Special and General Education as Identity Markers: The Development and Validation of an Instrument to Measure Preservice Teachers’ Understanding of The Effects of Intersecting Sociocultural Identities

Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship

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