Redesigning a Special Education Teacher-Preparation Program: The Rationale, Process, and Outcomes

Fuchs, Wendy W.; Fahsl, Allison J.; James, Susanne M.

doi:10.1080/1547688x.2014.898493

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…Existing edTPA-focused research tends to center on the programmatic and individual practice of university-based teacher educators. These studies often note curricular and/or pedagogical changes resulting from edTPA adoption intended to support PSTs to pass the assessment (e.g., Fuchs, Fahsl, & James, 2014; Hildebrandt & Swanson, 2014; Kleyn, López, & Makar, 2015; Lachuk & Koellner, 2015; Lahey, 2017; Ledwell & Oyler, 2016; Madeloni & Gorlewski, 2013; Miller, Carroll, Jancic, & Markworth, 2015; Ratner & Kolman, 2016). For example, in a study of 12 autonomous programs within one institution, Ledwell and Oyler (2016) found that edTPA led to an array of curricular changes, ranging from superficial—such as altering wording on preexisting assignments—to substantial—such as redesigning curricular content.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, in a study of 12 autonomous programs within one institution, Ledwell and Oyler (2016) found that edTPA led to an array of curricular changes, ranging from superficial—such as altering wording on preexisting assignments—to substantial—such as redesigning curricular content. Curriculum redesign efforts reported across studies included changing the course sequence so certain content was covered prior to edTPA completion and/or moving edTPA deadlines (e.g., Fuchs et al, 2014; Hildebrandt & Swanson, 2014; Ledwell & Oyler, 2016). In some instances, these changes resulted in teacher educators’ losing content they valued—and possibly restructuring a well-functioning program (Ledwell & Oyler, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

Ahmed

2019

Urban Education

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This article reports on how the policy context shaped the development of two elementary preservice teachers’ (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants’ edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum’s script and in ways that were more aligned with their—and their teacher education program’s—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

Ahmed

2019

Urban Education

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“…Curriculum mapping (CM) shares OBE's focus on learning outcomes. However, where OBE emphasizes the importance of "outcome specification" (Morcke et al, 2013, p. 853), CM adopts a more explicitly structural perspective (e.g., Heileman et al, 2017) that puts priority on providing a bird's-eye view of a program with the potential to yield insights about areas for improvement (e.g., Fuchs et al, 2014;Hale, 2008;Jacobs, 2004). In CM, more attention is paid to the sequencing and relationships of curriculum components.…”

Section: Curriculummentioning

confidence: 99%

Curriculum Modelling and Learner Simulation as a Tool in Curriculum (Re)Design

McEneaney

Morsink²

2022

Learning Analytics

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Learning analytics (LA) provides tools to analyze historical data with the goal of better understanding how curricular structures and features have impacted student learning. Forward-looking curriculum design, however, frequently involves a degree of uncertainty. Historical data may be unavailable, a contemplated modification to curriculum may be unprecedented, or we may lack data regarding particular learner populations. To address this need, we propose using curriculum modelling and learner simulation (CMLS), which relies on well-established modelling theory and software to represent an existing or contemplated curriculum. The resulting model incorporates relevant research-based principles of learning to individually simulate learners and estimate their learning achievement as they move through the modelled curriculum. Results reflect both features of the curriculum (e.g., time allocated to different learning outcomes), learner profiles, and the natural variability of learners. We describe simulations with two versions of a college-level curriculum, explaining how results from simulations informed curriculum redesign work. We conclude with commentary on generalizing these methods, noting both theoretical and practical benefits of CMLS for curriculum (re)design.

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“…Education faculties have moved slowly to adjust their courses to prepare students for the inclusive environment (Allday et al, 2013;Author, 2019). Some institutions have utilised the introduction of professional teaching standards and licensing requirements as the catalyst to redesign inclusive education courses (Fuchs et al, 2014;Sayeski & Higgins, 2014). Modifications made to inclusive education teacher preparation will inevitably lead to changes in the expectations and roles of inclusive educators in both special and mainstream schools (Forlin & Lian, 2008;Sayeski & Higgins, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

Making a Difference to the Student Experience Through Purposeful Course Design

Zundans-Fraser¹,

Bain²

2020

AJTE

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The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to their learning. Additionally, the design process used addressed the areas of need identified in an authentic way.

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Redesigning a Special Education Teacher-Preparation Program: The Rationale, Process, and Outcomes

Cited by 7 publications

References 4 publications

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

Curriculum Modelling and Learner Simulation as a Tool in Curriculum (Re)Design

Making a Difference to the Student Experience Through Purposeful Course Design

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