A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project

Grima‐Farrell, Christine; Long, Janette; Bentley-Williams, Robyn; Laws, Cath

doi:10.14221/ajte.2014v39n5.2

Cited by 12 publications

(3 citation statements)

References 8 publications

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“…Areas of need for course design were determined through points of convergence in the inclusive education, higher education and teacher education literature as these were the three educational contexts within which the course design process was situated. The areas of need were: the need for a theoretical basis informing course design and educational practice (Biesta et al, 2011;Kezar & Lester, 2009;Levin, 2010); the need to better utilise collaborative practice, including the way groups of people work together to achieve common goals (Chao et al, 2010;Furlonger et al, 2010;Leko et al, 2015); and the need to close the theory to practice gap (Allen & Wright, 2014;Carter et al, 2011;Grima-Farrell et al, 2014). The higher education and teacher education literature continually highlights the gap between research and practice (Grossman, Hammerness & McDonald, 2009;Norton, Sonnemann & Cherastidtham, 2013;Van den Bos & Brouwer, 2014).…”

Section: Review Of Literaturementioning

confidence: 99%

Making a Difference to the Student Experience Through Purposeful Course Design

Zundans-Fraser¹,

Bain²

2020

AJTE

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The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to their learning. Additionally, the design process used addressed the areas of need identified in an authentic way.

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Section: Review Of Literaturementioning

confidence: 99%

Making a Difference to the Student Experience Through Purposeful Course Design

Zundans-Fraser¹,

Bain²

2020

AJTE

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“…The Salamanca Statement (UNESCO, 1994) was pivotal in creating a global vision to affirm every child's right to education. Twenty-one years after the Salamanca Statement (UNESCO, 1994), collaborative partnerships that promote teachers as change agents in inclusive education have been shown to be beneficial in providing equitable and mutually rewarding opportunities for school students, as well as their pre-service teachers and the mentors of pre-service teachers (Australian Research Alliance for Children and Youth (ARACY), 2013; Grima-Farrell et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Mentoring pathways to enhancing the personal and professional development of pre-service teachers

Grima‐Farrell

2015

International Journal of Mentoring and Coaching in Education

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Purpose -The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university-and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs. Design/methodology/approach -Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes. Findings -Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities. Research limitations/implications -This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers' professional capacity, confidence and employability potential.Limitations such as small sample size and lack of secondary school representation must be noted. Originality/value -This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.

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“…Australia were all considered in addition to literature from the United States because throughout the world school systems are faced with similar challenges (Dyson, & Kaplan, 2007;Grima-Farrell, Long, Bentley-Williams, & Laws, 2014;Kalambouka et al, 2007;Ruijs, & Peetsma, 2009).…”

Section: Federal Legislation and Inclusionmentioning

confidence: 99%

Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities

Cobb¹

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There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11 th grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were fully in place i.e., practices building relationships was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices. v ACKNOWLEDGMENTS This dissertation is the result of many hours of support and guidance from my Chair, Dr. Peg Hughes. Her partnership with consistent focus and eye for detail combined with patience, encouragement, and support were essential in this process. I would also like to thank my committee members, Dr. Lisa Simpson, and Dr. Lou Denti for their time and for their insight. Thank you Dr. Arnold Danzig for your leadership and vision in starting the Educational Doctorate program at SJSU. This experience changed my life as a professional and a person and I am deeply grateful for your influence. I want to convey my love and eternal gratitude to my partner in this journey and in life, Shawn Tennenbaum-my Amigo. Your persistent encouragement, tireless hours by my side writing, and relentless determination to get through this process together was truly powerful. You are my soulmate in this and every adventure. To my family and friends and their belief in me from the beginning; you provided me the space, support, and the time to take this path. My Mother passed to me the compassion to want to help others in their struggles; my Father passed to me the drive to take on any challenge set before me. My Sister believed in me and supports me in every step I take. My deepest wish is that this work encourages my children to continue to strive to always be the very best they can for themselves and for others. You are my greatest accomplishment in life. Finally, to Cohort 2. We have bonded and grown together in ways very few get the honor to encounter. Each one of us had an important role in offering a key ingredient in creating this magnificent experience. You have impacted me forever. Pura Vida! vi TABLE OF CONTENTS List of Tables .

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A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project

Cited by 12 publications

References 8 publications

Making a Difference to the Student Experience Through Purposeful Course Design

Making a Difference to the Student Experience Through Purposeful Course Design

Mentoring pathways to enhancing the personal and professional development of pre-service teachers

Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities

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