Students’ Perceptions of an Online Graduate Program in Special Education for Emotional and Behavioral Disorders

Leader-Janssen, Elizabeth M.; Nordness, Philip D.; Swain, Kristine D.; Hagaman, Jessica L.

doi:10.1177/0888406416637411

Cited by 7 publications

(1 citation statement)

References 16 publications

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“…The contrasting positions reflected in the small body of extant literature on nGSEs (e.g., Caillier & Riordan, 2009;Kronholz, 2012;Zeichner, 2016) underscored the need for independent empirical studies based on access to participants, materials, and program structures. In addition, existing empirical research on fully online teacher preparation (e.g., Faulk & King, 2013;Leader-Janssen, Nordness, Swain, & Hagaman, 2016;Stricklin & Tingle, 2016) suggested that as the field of initial teacher education continues to evolve beyond the time and distance constraints of face-to-face preparation programs, the ongoing exploration of the impact of digital technologies on preparation programs remains important. Finally, research on the use of synchronous online classes in higher education (e.g., Malczyk, 2018;McDaniels, Pfund, & Bamicle, 2016;Wagner, Enders, Pirie, & Thomas, 2016) offered guidance related to the benefits and challenges of a major component of TEACH-NOW's program -its use of real-time virtual classes.…”

Section: Related Literaturementioning

confidence: 99%

Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education

Carney

2020

The New Educator

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In recent decades, several novel approaches to teacher preparation have emerged to challenge the dominance of universitybased programs. Included in those approaches are two wellpublicized, but little-researched phenomena: new graduate schools of education (nGSEs) and fully online teacher preparation. Drawing on data generated from a comprehensive qualitative case study of one institution, this article offers a theorized profile of teacher preparation at the intersection of these two phenomena. Based on a systematic analysis, it details the conceptualization and enactment of teacher preparation at TEACH-NOW Graduate School of Education, a fully online nGSE. Editor's Note: This article is part of a special issue of The New Educator on the topic of teacher preparation at new graduate schools of education (nGSEs) (Cochran-Smith, Carney, & Miller, 2016). This term refers to the small, but growing phenomenon in the United States of new graduate schools that prepare and endorse teachers for certification and award master's degrees, but are not university-based or formally affiliated with universities as knowledge brokers or degree-granting bodies. The issue draws on data and analyses from a larger Spencer Foundation-funded study of teacher preparation at nGSEs. The issue's first article locates nGSEs within the context of larger policy, political, and professional trends and describes the larger study. This is followed by four articles, including this one, each of which offers a theorized profile of teacher preparation at one nGSE. The issue concludes with an article that offers a multiple-case perspective by looking across the four profiles. As part of the larger study, the four cases were chosen for in-depth analysis not only for their "instrumental" (Stake, 2006) value as instances of the phenomenon of teacher preparation at nGSEs, but also for their "intrinsic" individual interest (Stake, 2006)-that is, their high visibility, media attention, and/or institutional and programmatic innovations. Thus, each case profile in this issue, which is intended to capture the essence of the individual case, analyzes how teacher preparation is conceptualized and enacted in relation to

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Section: Related Literaturementioning

confidence: 99%

Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education

Carney

2020

The New Educator

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Factors Affecting Student Engagement in Online Collaborative Learning Courses

Lazareva

2018

Advances in Intelligent Systems and Computing

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“It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

Harkin¹,

Nerantzi²

2021

IJMAR

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The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

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Students’ Perceptions of an Online Graduate Program in Special Education for Emotional and Behavioral Disorders

Cited by 7 publications

References 16 publications

Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education

Designed for the Digital Age: Teacher Preparation at TEACH-NOW Graduate School of Education

Factors Affecting Student Engagement in Online Collaborative Learning Courses

“It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

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