Greg Conderman

Beginning Teachers' Views of Their Collaborative Roles.

The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the United States regarding their preparation for and the importance of their new roles, as well as their current training needs and plans to remain in teaching. The authors provide results from forced-choice and openended survey questions along with implications and suggestions for future research, especially in the areas of school culture, 1st-year mentoring, and preservice preparation.

Special Education Student Teaching Practices.

This article presents findings of our nationwide study of undergraduate special education student teaching practices. The authors were especially interested in grading systems, assignments, supervision practices, and unique challenges. Results indicated variability in grading systems, use of traditional assignments such as lesson plans, use of student reflection through portfolios or journals, and challenges associated with locating student teaching placements that reflect research-based practices and parallel the conceptual framework of the teacher preparation program.

Honoring Voices From Beginning Special Educators for Making Changes in Teacher Preparation

Through a mixed-methods study, teacher educators investigated recent graduates’ perceptions of their preparation program. Beginning special education teachers completed surveys and indicated (a) their level of preparation and confidence associated with 25 core competencies, (b) the most beneficial components of their preparation program, (c) suggestions for improving the program, and (d) current training needs. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English. Participants reported that early clinical experiences and student teaching were the most beneficial components of the program. Furthermore, they offered suggestions for adding breadth and depth to courses and desired to learn more about timely issues.

Co-Teaching with Strategy Instruction.

Despite the popularity of co-teaching and widespread professional literature describing exemplary co-teaching practices, this instructional approach has yet to realize its potential. One way to increase the effectiveness of co-teaching is for special educators to contribute meaningfully by assuming the role of strategy leader in the co-taught classroom. This article provides examples of how special educators can define their role in co-taught classrooms by contributing purposefully through evidence-based strategy instruction.

Problem Solving With Guided Repeated Oral Reading Instruction

Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.

Program Assessment Practices in Special Education Teacher Preparation Programs.

Education Preparation uring the last decade, a great deal of D discussion has focused on assessment practices in higher education. These practices generally involve defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ classroom learning and professional development (Erwin, 1991 ). Such discussions have generated a paradigm shift in assessment theory and practice in higher education that has implications related to program accountability, student achievement, and instructor performance (Haertel, 199 1 ).

Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities.

General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b) organize their approach to a task; (c) monitor their performance; and (d) become more independent learners. This article describes how teachers can develop and use cue cards to promote these self-regulation skills for students with LD.

Science Instruction: An Endangered Species.

Imagine our world without the color television invented and patented by Guillermo Gonzalez Camarena. Reflect on what travel would be like without automated traffic signals invented by Garret Morgan. Think about what everyday life would be like if Martin Cooper had not developed the cell phone. Finally, consider how your life would be different if Grace Hopper and others had not developed the computer. These are just a few of the contributions from science. Scientists have provided cures for diseases, explained the principles of motion, examined the structure of matter, and produced theories about how traits are carried from parent to offspring. Currently, scientists are restoring ecosystems and endangered species; learning ways to make and replace human body parts; discovering how animals such as bees, birds, bugs, bats, and elephants flirt and give directions; and using technology to help the paralyzed (Public Broadcasting Service 2003). In light of the importance science plays in our lives and society, it is perplexing to observe the minimal attention given to science instruction—especially in the elementary grades. Though some information presented here is not new, the authors’ intent is to stimulate a dialogue about effective elementary science instruction by offering a perspective of science, emphasizing the importance of teaching science, and providing resources for elementary science instruction. This dialogue is especially timely with the passage of the No Child Left Behind Act (NCLB), recent advances in science and technology, and comparisons of science education and science opportunities in the United States with other countries. After Russia launched Sputnik and after the release of A Nation at Risk (National Commission on Excellence in Education 1983), Americans feared that U.S. teachers were not producing enough scientists or adequately educating students in science. That fear has passed. However, due to its recent scientific decline, America is beginning to lose ground with other nations regarding science research funding, educational opportunities, and product development (Lemonick 2006). Until educators, researchers, and policy makers establish a new science curriculum in response to this national decline, science educators can keep science a priority by discussing and reflecting on their instructional practices.

Methods for Addressing Conflict in Cotaught Classrooms

As a service delivery option for students with disabilities, coteaching continues to gain popularity. Successful coteaching largely rests upon the compatibility of coteachers. Sometimes conflict may occur when two teachers with different backgrounds and views work closely together. This article focuses on why conflict is inevitable in cotaught classrooms and how coteachers can address conflict professionally.

Preparing Students With Mild Disabilities for Taking State and District Tests

Recent legislation such as No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 has made significant changes in how all students are assessed. Because scores on state and district tests have important implications for students, parents, and school personnel, teachers and students should approach testing with a serious and positive attitude. This article highlights several ways to prepare students with mild disabilities for taking state and district standardized assessments which can be effective practices for teachers. Readers may wish to choose from these practical suggestions to help their students perform optimally on state and district tests.