The Quest for Teachers: On Reviewing A Decade of Reform Efforts

Abstract

School reform for both general and special education, has been discussed for the past decade. The discourse on school reform often questions the effectiveness of traditional teacher education. A review of teacher education literature portrayed commitment and collaboration as two conditions that promoted change to traditional teacher education practice. The literature also described needed changes to organizational policies and structures as well as delineated barriers to successful reform. A new professionalism in teaching emerged as the overall goal of reform efforts. Results of the review suggested a developing trend to recreate rather than reform teacher education, particularly with respect to pioneering relationships between special and general teacher education programs.

Providing Performance Feedback to Teachers: A Review

“…M any individuals have expressed concern regarding teacher effectiveness. These concerns have implications for teacher preparation at both preservice and inservice levels (Greenwood & Maheady, 1997;Lavely, Berger, & Fulmar, 1992;Lindsey & Strawderman, 1995;Maheady, Mallette, & Harper, 1996). Of particular interest to those involved in teacher preparation, is that children are failing in school at least in part because some teachers are inadequately prepared to teach (Greenwood & Maheady, 1997).…”

Doctoral Students in Special Education: Characteristics and Career Aspirations

“…S pecial education doctoral graduates are in great demand, in part because of their potential impact on the supply of special education teachers. Legislation (e.g., IDEA, No Child Left Behind Act of 2001) and reform movements (i.e., inclusion) have increased the demand for a highly qualified teaching force (Grasmick & Leak, 1997;Lindsey & Strawderman, 1995). Increasing student enrollments, larger numbers of students identified as eligible for special education services, and attrition rates of special education teachers, higher than those in general education, add to the demand for highly qualified teachers (Boe, Bobbit, & Cook, 1997;Brownell & Smith, 1992;McLeskey, Tyler, & Flippin, in press;Westling & Whitten, 1996).…”

Preparation, Practice, and Program Reform

“…Numerous researchers (e.g., Billingsley & Tomchin, 1992;Ferguson & Ralph, 1996;Kilgore & Griffin, 1998;Putnam & Borko, 2000;Spencer, 1996) have noted that one of the key skills teachers will need in the 21st century is the ability to collaborate with teacher colleagues who have expertise they themselves lack. The teacher preparation literature highlights collaboration as essential for creating compromises and solving problems that arise from historical and philosophical differences between special and general education pedagogy (Goodlad & Field, 1993;Lindsey & Strawderman, 1995). Effective collaboration between special and general teacher educators, as well as between schools and universities, is essential ; we continue to work to improve such collaboration.…”