Teacher reflection has been promoted as a necessary tool for educators to sustain responsive instructional practices. A variety of approaches for integrating inquiry into teaching and reflection in practice emerged from extensive and intensive efforts to reform teacher preparation programs. Based on those conceptualizations, a three-level model of reflection for preservice students was developed and is described. The scaffold levels include technical reflection involving a critique of lesson development and delivery, a deliberative level involving interactive journal writing and video-based analysis, and critical reflection involving topical discussion during seminars. Specific examples and discussion guides are presented, and recommendations for special education teacher preparation programs are offered.
Due to an insufficient focus on efficacious practices, the reauthorized IDEA requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR), to the extent practicable. This article examines the litigation addressing the PRR requirement, presents the federal policy initiatives to support implementation of PRR and the controversy surrounding an expanded federal influence, and poses several questions pertaining to the implementation of the PRR requirement.
In order to contribute to the limited empirical knowledge about portfolios, we surveyed 209 educators taking graduate classes in general and special education about their knowledge, attitudes, and concerns about portfolios. Respondents had a substantial amount of knowledge about some but not all aspects of portfolios and held favorable attitudes toward portfolios. They viewed inadequate training and support, the time to design and implement portfolio assessment, and evaluating portfolios as the most serious concerns with portfolios. General education teachers were more knowledgeable about portfolios than special educators. Women were both more knowledgeable and more positive about portfolios than men. Viewed together, the findings suggest that demographic characteristics of educators may be related to their knowledge, attitudes, and concerns about portfolios and might be considered in developing programs and support services for them.
The reauthorized Individuals with Disabilities Education Act (IDEA) requires Individualized Education Program (IEP) teams to base the selection of special education, related services, and supplementary aids and services on peer-reviewed research (PRR) to the extent practicable. This article examines the intended purpose of the PRR provision and its impact on the development of IEPs. Intent is examined through the legislative history of the PRR requirement. The impact of the PRR provision is illustrated in an analysis of litigation and a presentation of critical commentary on the application of empirical research, based on scientific method, to establish the efficacy of special education interventions. Recommendations to assist IEP teams in the selection of PRR-based methods are provided.
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