No abstract

Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effective teacher education programs can inform these choices, but these findings should be grounded in what we know from previous research in general teacher education. To assist educators, we have analyzed literature in general and special teacher education toward two ends. First, we present a framework, derived from work in general education, for analyzing teacher education programs. Second, we use this framework to analyze practice in teacher education in special education. Specifically, we conducted an exhaustive review of special education program descriptions and evaluations. We conclude by describing steps necessary to improve the special education teacher education research base.

Ross describes and evaluates the efforts of a teacher educator to introduce teacher effectiveness research to preservice teachers in ways that support the development of critical reflection. he faculty in the elementarỹ N PROTEACH program at the t University of Florida have identified the development of critical reflection as the primary goal of their teacher preparation program. Like faculty at other institutions targeting reflection as a goal (e.g., University of Wisconsin-Madison, University of Alaska-Fairbanks, University of Houston), we are struggling with problems such as defining the nature of reflection, identifying strategies for fostering reflection in students, and assessing the impact of our efforts.' Research within the past ten years has yielded much valuable information teacher educators might use to foster reflection in their students (Ross, 1987a). However, incorporating this knowledge into courses, field experiences, and programs is not an easy task. And if reflection is to be more than a slogan, we must document our effectiveness in helping students develop reflective abilities. As teacher educators develop their programs, detailed documentation and assessment of their efforts seems essential. This paper describes and evaluates the efforts of one teacher educator to introduce teacher effectiveness research to college juniors within a program that has set the development of reflection as its goal. A Definition of ReflectionIn developing a definition of reflection, the faculty at Florida have drawn heavily on Schon (1983) and on the work of Kitchener and King (1981) who have developed and validated a seven stage model of the development of reflective judgment. The works of teacher educators such as Zeichner and Liston (1987) and Goodman (1984) have also been influential.At a general level, reflection is defined as a way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices (Goodman, 1984;Ross, 1987a;Zeichner and Liston, 1987). The elements of the reflective process include:Recognizing an educational dilemmã Responding to a dilemma by recognizing both the similarities to other situations and the unique qualities of the particular situatioñ Framing and reframing the dilemmã Experimenting with the dilemma to discover the consequences and implications of various solutions Examining the intended and unintended consequences of an implemented solution and evaluating the solution by determining whether the consequences are desirable or not. Schon ( 1983) stresses that reflective practice is grounded in the practitioner's appreciation system (i. e. , repertoire of values, knowledge, theories, and practices). The appreciation system of the teacher influences the types of dilemmas that will be recognized, the way teachers frame and reframe dilemmas, and the judgments teachers make about the desirability of solutions. For example, Liston and Zeichner (1987) note that teachers must use moral as well as educational criteria...

Case studies of six preservice teachers were conducted to assess their emerging perspectives about the problems that confront diverse learners in classrooms, their commitment to teaching diverse learners, and their beliefs about the causes of failure for diverse learners. Students' perceptions of the influences on their perspectives including the course work, their background experiences, contrasting field experiences, and their entering perspectives are discussed.

No abstract

Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hours of the first day of school. The study was based on videotape and interview data that were qualitatively analyzed using an inductive approach. The novice teachers focused on developing relationships and establishing expectations through the use of “insistence” and a culturally responsive communication style. The study provides clear pictures of the ways in which teachers teach and insist on respectful behavior and establish a caring, task-focused community. As such, it demonstrates how teachers create environments of success and resilience for students who have historically floundered in school.

With the passage of the No Child Left Behind Act, which mandates a 'highly qualified' teacher for every child in a Title I school by 2005–06. teacher education has become a 'front burner' political issue in Washington and statehouses across the U.S. Debates have arisen regarding how 'highly qualified' should be defined, and what type of teacher education is needed, or if any is needed, to ensure a highly qualified workforce. This article describes the positions of those who propose that teacher education be deregulated, and those who support the professionalization of teaching and teacher education. What we know from available evidence about the characteristics of high quality teacher education programs is then addressed. The paper concludes with a review of the implications of the current political climate for teacher education and special education and possible directions for future research that is needed to influence policy decisions.

This study examined the impact of a Family Math Night on preservice teachers' perceptions of low-income parents and their engagement in their children's education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty community. Results of a pre-and post-survey analysis indicate that the treatment group had more positive perceptions of parental involvement overall. These results were not sustained 1 year later, suggesting important implications for mathematics teacher educators. Keywords elementary school, parent participation, parental involvement, poverty, preservice teachers, teacher education Urban Education 47 (6) 4. Learning at home: Supporting families to learn strategies to help children at home; 5. Decision making: Involving families in decisions about school programs that will impact children's learning; and 6. Collaborating with the community: Working with the community to create mutually beneficial resources (Epstein, 2001;Epstein et al., 2002).This article explores PSTs' perceptions of parental involvement in reference to the role of communication (Type 2) and methods to help parents learn how to help their children at home (Type 4). Specifically, the Family Math Night intervention that the PSTs engaged in allowed them the opportunity to open the lines of communication with parents and to support parents to learn specific mathematics strategies and activities that they could then practice with their children at home.This typological description of parental involvement (Epstein, 2001;Epstein et al., 2002) is based on extensive research in the area. This work further suggests that parental involvement is correlated with student performance (Scott Stein & Thorkildsen, 1999). In exploring this correlation Epstein and colleagues found that parents in higher-income settings are more involved in their children's education than low-income parents. Findings such as these may support preconceptions of parental involvement held by teachers. However, as indicated by Epstein and others, schools and teachers play an important role in family involvement. It is important for schools to consider the population of students (and parents) they serve when designing opportunities for parental involvement. It may be the structure of the interactions, rather than a lack of desire on the part of parents in lowincome settings, that prevent parents from becoming involved in their children's education.Perhaps because the connections between parental involvement and student performance are so strong, teachers often point to the lack of parental involvement by low-income, minority parents as a key factor in poor student performance and the achievement gap between low-income, minority students and their higher-income peers. Walker (2007) cites literature that it is common for teachers to perceive that the a...