Theory and practice in rural education最新文献_第4页

Innovative and Encouraging Research and Application of Co-teaching in Rural Settings: An Introduction to Volume 9, Issue 2 of TPRE 创新激励的农村合作教学研究与应用——《TPRE》第9卷第2期导论

Theory and practice in rural education Pub Date : 2019-10-12 DOI: 10.3776/tpre.2019.v9i2p1-5

Christina M. Tschida

引用次数: 0

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation 共同心态:教师备课中合作教学的烦恼与希望

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p47-64

Allen Guidry, C. Howard

引用次数: 1

Supporting Student and Preservice Teacher Successes Through Co-teaching 通过合作教学支持学生，保护教师的成功

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p65-78

Tammy Barron, Holly H. Pinter, Kim K. Winter

{"title":"Supporting Student and Preservice Teacher Successes Through Co-teaching","authors":"Tammy Barron, Holly H. Pinter, Kim K. Winter","doi":"10.3776/tpre.2019.v9n2p65-78","DOIUrl":"https://doi.org/10.3776/tpre.2019.v9n2p65-78","url":null,"abstract":"As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43443138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Co-Planning Strategies for Mentor Teachers and Interns 导师与实习生的共同规划策略

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p79-91

Maureen Grady, Charity Cayton, Ron Preston, Rose Sinicrope

引用次数: 1

Co-teaching: Equity for English Learners? 合作教学:英语学习者的公平?

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p20-34

H. Williams, R. Ditch

{"title":"Co-teaching: Equity for English Learners?","authors":"H. Williams, R. Ditch","doi":"10.3776/tpre.2019.v9n2p20-34","DOIUrl":"https://doi.org/10.3776/tpre.2019.v9n2p20-34","url":null,"abstract":"This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and what is happening in the pull-out placement. This quantitative study included observations of 20 co-taught classes during 400 minutes of classroom instruction to measure fidelity to the district’s co-teaching model. This article details the extent to which teachers utilized specific co-teaching strategies. It also reports on the quantity of teacher-student interactions in general and relative to ELs and non-ELs. Observations revealed that EL students worked primarily with the language specialist, and most of those interactions took place in the context of individualized support. Implications regarding equity and opportunity to learn academic content for both EL and non-EL students are discussed.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41904498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Future of Field Experiences in Distance Education: 远程教育中实地体验的未来

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p35-46

Eileen M. Wertzberger

引用次数: 2

The Effect of Co-teaching on Student Cognitive Engagement 合作教学对学生认知投入的影响

Theory and practice in rural education Pub Date : 2019-10-11 DOI: 10.3776/tpre.2019.v9n2p6-19

W. Lochner, Wendy W. Murawski, Jaime True Daley

{"title":"The Effect of Co-teaching on Student Cognitive Engagement","authors":"W. Lochner, Wendy W. Murawski, Jaime True Daley","doi":"10.3776/tpre.2019.v9n2p6-19","DOIUrl":"https://doi.org/10.3776/tpre.2019.v9n2p6-19","url":null,"abstract":"Delivering special education to students with disabilities requires highly prepared and collaborative teachers, inclusive learning environments, and strategies that promote cognitive engagement, but many students lack access to these necessities. In rural schools teacher shortages and traditional teaching methods may contribute to disengagement. Some rural districts have turned to co-teaching to disrupt this pattern of inequity. Effective co-teaching between two highly prepared teachers in a general education setting offers students the opportunity to be included and may improve engagement for all students. To investigate the relationship between co-teaching and student cognitive engagement, this study observed teachers in eight rural secondary schools in West Virginia to evaluate differences in student cognitive engagement in co-taught versus solo-taught classrooms. Four district personnel were trained on both cognitive engagement strategies and co-teaching approaches and collected observational data. The Instructional Practices Inventory was used during short walk-throughs to measure cognitive engagement during 701 solo-taught and 181 co-taught observations. Observations occurred in 5th- through 12th-grade classes in reading, mathematics, science, and social studies throughout one full school year. Statistical tests compared mean engagement scores across the different models of instruction. Results indicated that students in co-taught classrooms were more cognitively engaged than students in solo-taught classrooms. These results suggest the need for increased professional development for teams to move beyond the one teach, one support model of co-teaching, additional research on cognitive engagement and co-teaching, and teacher preparation programs to include more examples of, and training in, quality co-teaching models.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48845503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Preparing Teacher Leaders for English Language Learners in Rural Settings 为农村地区的英语学习者培养教师领导

Theory and practice in rural education Pub Date : 2019-06-01 DOI: 10.3776/TPRE.2019.V9N1P44-60

M. Coady, M. Lopez, Nidza V. Marichal, D. Heffington

引用次数: 7

Editorial Board for Theory & Practice in Rural Education, Volume 9, Number 1 《农村教育理论与实践》编委会，第9卷第1期

Theory and practice in rural education Pub Date : 2019-05-30 DOI: 10.3776/tpre.2019.v9n1p105.

Laura Levi Alstaedter

引用次数: 0

Identifying and Allocating Resources for Learning Improvement 识别和分配学习改进资源

Theory and practice in rural education Pub Date : 2019-05-30 DOI: 10.3776/TPRE.2019.V9N1P61-73

W. Henry

{"title":"Identifying and Allocating Resources for Learning Improvement","authors":"W. Henry","doi":"10.3776/TPRE.2019.V9N1P61-73","DOIUrl":"https://doi.org/10.3776/TPRE.2019.V9N1P61-73","url":null,"abstract":"This article investigates efforts by rural superintendents and rural principals to identify and leverage the local resources available to them to support learning improvement agendas within their schools. This study investigates practices within a diverse range of rural schools located in Washington State to understand how resources can be identified and allocated to best support student learning. In addition, this article explores the importance of family and community engagement in administrators' school improvement agendas. The conceptual framework for this study is informed by literature investigating resource allocation for educational improvement. This study was designed to better understand how rural education leaders identify, leverage, and allocate supports and resources, particularly those available within their immediate communities, to meet the needs of their staff and students. The rural schools represented in this study demonstrate trends in student achievement gains, despite challenges facing rural schools, such as increasing economic stratification in rural communities and diseconomies of scale in operating small schools and districts. Administrators meet these challenges by (a) maximizing teacher's instructional time through assuming duties often performed by nonadministrative personnel in other settings, thereby reaffirming the particularly multifaceted nature of rural school leadership; (b) forging formal and informal partnerships within the immediate community and geographic region to support student learning; and (c) leveraging the interconnected nature of rural communities in ways that increase community engagement in schools. Thoughtful community engagement strategies help manage the external politics of resource distribution within schools and ultimately materialize support for student learning.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44854971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6