The “Wicked Question” of Teacher Education Effects and What to Do About It

Lignugaris, Benjamin; Sindelar, Paul T.; McCray, Erica D.; Kimerling, Jenna

doi:10.4324/9780203817032.ch27

Cited by 10 publications

(23 citation statements)

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“…Initial adoption of the voluntary standards occurred in 49 states (National Governors Association Center for Best Practices, Council of Chief State School Officers [CCSSO], 2010); however, seven states have since rescinded their adoption of CCSS and have worked to adopt their own standards (CCSS Initiative, 2016). Although a number of researchers have acknowledged a lack of specificity in the CCSS regarding their implementation with students with disabilities (Haager & Vaughn, 2013; Leko et al, 2015), it is clear that today’s special education teachers need extensive knowledge of content as well as the interventions, assessments, and technology needed to support students with disabilities in meeting rigorous standards (Leko et al, 2015; Lignugaris-Kraft, Sindelar, McCray, & Kimerling, 2014). Special educators must also demonstrate proficiency with respect to general teaching standards such as those articulated by the CCSSO through its Interstate Teacher Assessment and Support Consortium (InTASC) CCSSO, 2011); standards more specific to special education, such as those articulated by the Council for Exceptional Children; and state licensure requirements.…”

Section: The Context: Historical Political and Social Factorsmentioning

confidence: 99%

“…Although there are many who applaud the last decade of policy changes and its call for increased collaboration and integration with general education, others remind us of the need to revisit the definition of special education to consider how its essential principles and core activities contrast with those of general education (Lignugaris-Kraft et al, 2014; Pullen & Hallahan, 2015). In considering ways to frame the current understanding of the roles of special educators, it may be helpful to return to the core definition of special education as stated in the original federal regulations for IDEA:Special education means specially designed instruction , at no cost to the parents, to meet the unique needs of a child with a disability .…”

Section: Tensions In the Field: Roles Of Pk-12 Special Educatorsmentioning

confidence: 99%

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The Search for Role Clarity

Shepherd

Fowler

McCormick

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

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Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

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Section: The Context: Historical Political and Social Factorsmentioning

confidence: 99%

Section: Tensions In the Field: Roles Of Pk-12 Special Educatorsmentioning

confidence: 99%

The Search for Role Clarity

Shepherd

Fowler

McCormick

et al. 2016

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

show abstract

“…Linking teacher preparation to candidate practice and their practice to student learning is a “wicked” educational problem (Lignugaris-Kraft, Sindelar, McCray, & Kimerling, 2014). The problem is compounded by a dearth of rigorous empirical studies in this area (Goe & Coggshall, 2007).…”

Section: Discussion: Implementation Adaptation and Evaluationmentioning

confidence: 99%

School–University Partnerships: One Institution’s Efforts to Integrate and Support Teacher Use of High-Leverage Practices

Maheady

Patti

Rafferty

et al. 2019

Remedial and Special Education

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School–university partnerships have served as possible solutions for many contemporary educational challenges. As centers for clinical practice, they are potential vehicles for the development and refinement of candidate use of high-leverage practices (HLPs). This article describes our institution’s efforts to utilize our framework for clinically rich preparation to infuse HLPs into programming for undergraduate, dual-certification majors (i.e., general and special education). With the goal of program revision, general and special education faculty mutually agreed on a draft set of HLPs, which were finalized based on extensive feedback from school partners. To assess the viability of these collaboratively crafted HLPs, a subset of HLPs were identified and integrated into course content and clinical experiences during a pilot project. We highlight these learning experiences; discuss organizational, pedagogical, and empirical challenges; and offer general recommendations for next steps.

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“…There are clearly more unanswered than answered questions about preparing highly qualified teachers to meet the needs of all children in inclusive settings. These questions, in turn, are set against a backdrop of even more complex, indeed "wicked problems," confronting P-12 and teacher education today (Lignugaris/Kraft, Sindelar, McCray, & Kimerling, 2014). We examined the potential roles that school-university partnerships may play in addressing some unanswered questions, cautioned about the dearth of rigorous research, and provided a few partnership exemplars derived from the funded project.…”

Section: Future Directions For Partnership Research and Practicementioning

confidence: 99%

Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery

Maheady

Magiera

Simmons

2016

Rural Special Education Quarterly

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School-university partnerships have been offered as possible solutions for many contemporary educational challenges. These relationships are generally well accepted by university and school personnel; however, unanswered questions remain regarding their nature and utility. This paper describes one teacher preparation program's efforts to strengthen and extend existing partnerships with a small group of primarily rural school districts. Partnership efforts were supported, in part by a 325T professional development grant to prepare highly qualified special education teachers. Three specific, grant-related activities (i.e., improving educators' understanding and use of evidence-based practices, capturing practitioners' professional wisdom, and changing practice through instructional coaching) were highlighted as exemplars of partnership work. Lessons learned over the 5-year partnership with nine rural school districts are summarized and directions for future research and practice are offered.

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The “Wicked Question” of Teacher Education Effects and What to Do About It

Cited by 10 publications

References 0 publications

The Search for Role Clarity

The Search for Role Clarity

School–University Partnerships: One Institution’s Efforts to Integrate and Support Teacher Use of High-Leverage Practices

Building and Sustaining School-University Partnerships in Rural Settings: One Approach for Improving Special Education Service Delivery

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