Mainstreaming colleges of education: an opinion

Unless change can occur in a manner which alters previously held attitudes toward colleges of education, little is gained

School of Education and the Evolving Nature of Partnerships

Collaboration between the public schools and universities usually results in associations which are enlarged as a natural consequence of the collaboration

Online Instruction as a Pedagogy: Implications for Higher Education Faculty

Because online instruction incorporates instructional design and management, asynchronous learning, the process of communication, technology, and the opportunity for accountability in the teaching/learning process, it can be considered a form of pedagogy

Quality Instruction for Students with Disabilities

This is the publisher's version, also found at http://sped.org

Some Observations on Competency Based Instruction

http://sped.org/Abstract: This article summarizes the authors' observations derived over the course of 3 years of research and experimentation with competency based instruction. While the intent of this project has been the development of a prototype graduate level training model to prepare curriculum consultants for exceptional children, the model, processes, and experiences are generalizable to the range of training needs in special education. The primary goals of the project involve (a) the establishment of an empirical basis for the identification of competencies and (b) the design of instructional modules as the principal mode of training. The observations reported here are categorized into four areas of concern: developmental processes, module features, student response, and program concerns

A Perspective on the Unserved Mildly Handicapped

This is the publisher's version, also found at http://sped.org

Barriers to Implementing Large-Scale Online Staff Development Programs for Teachers

This is the publisher's version, which may also be found here: http://www.westga.edu/~distance/ojdla/winter64/meyen64.pdfThis study on barriers to online staff development for classroom teachers was conducted as part of the planning activities of a delivery models project designed to develop guidelines for implementing large-scale online staff development programs. The study involved engaging 54 general and special educators in several professional roles from nine states in a series of focus groups to identify the barriers to online staff development. An instrument was designed to rank order the barriers in terms of perceived significance. Twenty-two barriers were identified. This project was in follow-up to the Online Academy (H029K73002) funded by the Office of Special Education Programs in the U.S. Department of Education (OSEP/USDOE)