Browsing by Subject "teacher preparation"
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Item Expert Secondary Inclusive Classroom Management(2011-02-22) Montague, MarciaThe purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).Item Successful practices in teacher recruitment, preparation and retention as perceived by the Texas A&M University System Regents' Initiative project directors(Texas A&M University, 2006-10-30) Holt, Michael LeeThe purpose of the study is to identify the perceived successful practices that led to improved teacher recruitment, preparation and retention efforts within the nine universities of The Texas A&M University System brought about by the Regents' Initiative for Excellence in Education. The data for this study, gathered through interviews, document reviews and observation, revealed that the Regents' Initiative was considered by project directors to be a challenging but rewarding educational reform initiative. The lessons learned through the experience reflect the general findings common to the research literature on school-university partnerships. Research findings of this study revealed that the successful implementation of the Regents' Initiative involved strategies to overcome challenges and develop processes for recruiting, improving teacher preparation and teacher retention. Selecting the right person as the teacher recruiter was paramount to the successful attainment of A&M System university teacher recruitment goals. Operationalizing teacher recruiting included developing recruiting targets, organizing data management, tracking student recruits in the teacher preparation pipeline and periodically reporting progress to stakeholders. Quality improvement of teacher preparation involved recruiting higher achieving high school and community college students, setting higher standards for teacher candidate performance and aligning course curriculum within the college of education and with community college partners to the state standards. Institutional leadership was required to promote and build meaningful partnerships combining efforts to recruit, prepare and retain quality teachers in the profession. A&M System institutions developed a communications campaign to build legislative, institutional and public awareness and support of the Initiative. Institutional involvement was broadened by providing opportunities for interaction between arts and sciences faculty and college of education faculty through collaborative research grants, presentation conferences and symposia. Finally, the successes were celebrated with all stakeholders, and rewards were provided to those who made significant contributions to the effort.