Structuring a Teacher Education Program for Faculty Collaboration and Second-Order Change

The purpose of this paper is to describe the structure and functions of an integrated elementary special education undergraduate teacher program (Integrated Elementary/Special Education Teacher Education Program, ITEP). By abandoning our old “enhancement model” of teacher education, we redesigned our program into a “merged model.” We examine this restructuring from the perspective of first- and second- order change, and we discuss the obstacles we found that prohibit meaningful second-order change. Finally, we briefly discuss how our experiences in designing ITEP and our state’s devastating fiscal crisis have affected our teacher-education programs and nudged us into more authentic second-order changes

Journal of Teaching Effectiveness and Student Achievement Volume 1, Issue 1

JournalAngelo State University College EducationSupervised Field Experiences for Pre-­Service Teachers:Is it Worth the Effort? Dr. Tammy Abernathy, Dr. Ginny Beck, and Dr. Shanon Taylor………….…..5 Math Remediation?-­ Success is Possible! Dr. Deborah Banker and Dr. Stella Filizola …………………………...……………..17 Improving Pre-­Service Teacher Dispositions Dr. Marcia Bolton and Dr. Dana Reisboard ……….………………………………...24 An Investigation into the Expansive-­‐Restrictive Nature of Teachers’ Learning Situated in the Workplace Dr. Eric J. Feeney ……………………………………………………………………….………33 Using Metacognitive Awareness of Fluency to Enhance Vocabulary Dr. Teri Fowler and Dr. William Laird ………………………………………….……..44 Culturally Responsive Teaching: Increasing Involvement of Minority Students and Parents Ms. Angela Piña …………………………………………………………………………………52 Teacher Candidates’ Perceptions of Special Education Dr. S. Nina Saha-­‐Gupta, Dr. Margarita Lara, and Mr. Jeffrey House………………….60 The Teacher Preparation Initiative Dr. Yolanda Salgado, Dr. Janet A. Carter, Dr. Jeannine Hurst, and Dr. Ann Marie Smith……...…..7

School Disturbance Laws: What They Are, How They Are Used, and How They Impact Students

There are currently 23 states in the United States that have laws considered as some form of school disturbance law. These do not include codes or laws specifying school discipline consequences such as suspension or expulsion. They vary widely in how broadly they can be applied and how broadly they define behaviors. Students are often not aware typical student misbehavior such as refusing to work, talking back, belching, or throwing paper airplanes could result in an arrest. These laws disproportionally impact students of color and students with disabilities. This article will review the breadth of these laws in the United States, their historical development and growth, and how the implementation of these laws disproportionally impacts students of color and students with disabilities. Suggestions for policy changes are included

Sexual Health Education for Youth with Disabilities: An Unmet Need

Individuals with disabilities experience higher rates of mental, emotional, physical, and sexual abuse than those without disabilities. Children with disabilities are 3.4 times more likely to experience sexual abuse than their peers without disabilities. Although a variety of resources have been created to help improve the sexual health of people with disabilities, one area that is seriously lacking is access to sexual health information and education. Previous work has identified several barriers to providing sexual health education to adolescents and youth with disabilities, including lack of teacher preparation, lack of teacher knowledge that leads to fear, concern, and anxiety, parental anxiety and fear, the lack of valid and reliable sexual health education materials for students with disabilities, and the sexuality of students with disabilities viewed as deviant. This chapter will review those issues and discuss methods to improve sexual health education for youth with disabilities