Literaturnachweis - Detailanzeige
| Autor/in | Bondie, Rhonda |
|---|---|
| Titel | A Digital Teaching Platform to Further and Assess Use of Evidence-Based Practices |
| Quelle | In: Rural Special Education Quarterly, 34 (2015) 1, S.23-29 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051503400106 |
| Schlagwörter | Educational Technology; Evidence Based Practice; Rural Schools; Special Education Teachers; Teacher Education Programs; Formative Evaluation; Teaching Skills; Teacher Competencies; Common Core State Standards; Alignment (Education); Surveys; Feedback (Response); Recognition (Achievement); Interaction; Cooperation; Teacher Student Relationship; Disabilities; Inclusion; Goal Orientation; Progress Monitoring; Mentors; Computer Assisted Testing; Technology Uses in Education; New York (New York) Unterrichtsmedien; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Common core curriculum; Curriculum; Kerncurriculum; Survey; Umfrage; Befragung; Soziale Anerkennung; Interaktion; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Handicap; Behinderung; Inklusion; Zielorientierung; Zielvorstellung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
| Abstract | Advances in online learning have benefited rural special education teacher preparation programs through increased recruitment, access, and collaboration. This paper describes how additional challenges, such as monitoring teacher candidate use of evidence-based practices, can be addressed through a digital teaching platform. Project REACH online is a freely available website developed under a grant from the U. S. Department of Education. The platform includes information on 67 evidence-based practices and six formative assessments aligned with professional standards. The assessments, designed to further and measure teacher candidate skills, mirror daily classroom tasks, such as planning before instruction and reflection after instruction on the impact on student learning. Assessments are aligned with Common Core Learning Standards and include tasks, such as applying Universal Design for Learning to instructional plans, field-testing reports, and annotating student work. Faculty benefit from the constant stream of formative assessment data at their fingertips. For teacher candidates, the platform provides a vehicle for learning and tracking progress toward goals through surveys, feedback requests, and digital badges. The platform increases interactions among teacher candidates, graduates, and faculty and extends collaboration to content experts and school partners. Preliminary research suggests that teacher candidates report variance in efficacy for teaching students with disabilities related to their program, general or special education. Data may be helpful in revising courses and program sequences to foster greater teacher efficacy and abilities to use evidence-based practices to ensure all students in inclusive settings learn. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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