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

Autor/inn/en	Maheady, Lawrence J.; Patti, Angela L.; Rafferty, Lisa A.; del Prado Hill, Pixita
Titel	School-University Partnerships: One Institution's Efforts to Integrate and Support Teacher Use of High-Leverage Practices
Quelle	In: Remedial and Special Education, 40 (2019) 6, S.356-364 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518812689
Schlagwörter	Students with Disabilities; Educational Practices; Teaching Methods; Teacher Education Programs; Special Education Teachers; Educational Change; Faculty Development; Elementary Secondary Education; Teacher Collaboration; College School Cooperation; Preservice Teacher Education; Partnerships in Education; Teacher Competencies; Professional Development Schools; Regular and Special Education Relationship; New York (Buffalo) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsreform; Lehrerkooperation; Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Lehrkunst
Abstract	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. (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