S1 E3: Keeping Students Connected to Each Other in an Online World

This session UCF Professors Drs. Lisa Dieker and Rebecca Hines provide practical ways to consider keeping students with a range of disabilities and really all students connected. The episode includes quick and easy ways to connect students to each other in this new online world

S9 E11: Teacher Preparation with Dr. Mary Little

Today we interview Dr. Mary Little, a Professor of Exceptional Student Education at the University of Central Florida and in expert in partnerships. Tune in to learn about her experience and her goal to improve K-12 student learning, especially within diverse, urban schools. Don\u27t forget we love to hear from our listeners. If you have any questions, feel free to reach out. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access)

Season 9 Bonus: Call Me MISTER

Less than 2 percent of public school teachers in the United States are African American men. Call Me MISTER (Mentors Instructing Students Toward Effective Role Models) was established to help increase the number of African American males in the classroom. Call Me MISTER is an innovative and effective leadership development program for African American males to prepare and place them as teachers and role models in elementary schools. The program aims to address the most pressing educational concerns, including achievement gaps and dropout rates in the African-American community. Today we interview Dr. Charmion Rush, an Associate Professor of Inclusive and Special Education at Western Carolina University, and the Call Me MiSTER cohort she leads. Tune in to learn how the program provides financial and academic support, program mentors, summer leadership institutes, and professional development opportunities designed specifically for the MISTERs. Don\u27t forget we love to hear from our listeners? If you have any questions, feel free to reach out. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access)

S1 E4: Supporting Students in Online Environments with Low or No Technology

In this episode UCF Professors Drs. Rebecca Hines and Lisa Dieker share practical ideas to consider for students with low or no tech options as we move into this new online world. They provide specific ideas to support students with disabilities

Effects of providing individualized clinical coaching with bug-in-ear technology to novice educators of students with emotional and behavioral disorders in inclusive secondary science classrooms

Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms, yet also present behaviors making them least likely to be included. In this study, three novice middle school science teachers received individualized clinical coaching (ICC) with bug-in-ear (BIE) technology to increase their use of three-term contingency (TTC) trials among students who had EBD in inclusive science classrooms. Researchers used a multiple probe across participants single case design (Gast, 2010) to examine the percentage of the teachers’ completed TTC trials for managing student behaviors, the rate of correct student responses among students with EBD, and maintenance of implementing TTC trials after prompt fading. Visual data analysis was conducted, and Tau-U analysis of non-overlap and trend data confirmed that ICC with BIE was effective in increasing teachers’ use of TTC trials when working with middle school students with EBD in inclusive science classroom. Implications for practice are discussed

Becoming a teacher

This book disseminates original research on learning in and from practice in pre-service teacher education. Authors such as Lederman and Lederman describe the student teaching practicum (or work-integrated learning [WIL]), which is an essential component of pre-service teacher education, as the ‘elephant in the room’. These authors note that 'the capstone experience in any teacher education programme is the student teaching practicum… [a]fter all, this is where the rubber hits the road'. However, many teacher educators will agree that this WIL component is sometimes very insufficient in assisting the student teacher to develop their own footing and voice as a teacher. This is the ‘gap’ that this research book addresses. Most of the chapters in the book report empirical data, with the exception of two chapters that can be categorized as systematic reviews. WIL is addressed from various angles in the chapters. Chapter 6 focuses on research related to what makes Finnish teacher education so effective, and in Chapter 4 researchers of the University of Johannesburg disseminate their findings on establishing a teaching school (based on Finnish insights) in Johannesburg. Chapter 3 highlights the challenges faced in open-and distance learning teacher education contexts. Several of the chapters disseminate research findings on alternative interventions to classic WIL, namely, where “safe spaces” or laboratories are created for student teachers to learn and grow professionally. These could either be simulations, such as software programmes and avatars in the intervention described in Chapter 2; student excursions, as the findings in chapters 5, 7 and 10 portray; or alternative approaches to WIL (e.g. Chapters 11 and 12). The book is devoted to scholarship in the field of pre-service teacher education. The target audience is scholars working in the fields of pre-service teacher education, work-integrated learning, and self-directed learning. The book makes a unique contribution in terms of firstly its extensive use of Cultural-Historical Activity Theory as a research lens, and secondly in drawing on various theoretical frameworks. Both quantitative and qualitative research informed the findings of the book

Reflecting upon 30 Years of STEM Partnerships between Industry, University, and Public Schools: Past Lessons, Current Successes, and Future Dreams

The importance of partnerships is critical in educational arenas, but information on how partnerships form with the involvement of corporations, districts, and universities working in harmony is limited in the current literature. The teacher preparation program described in this paper is a “built-to-last” partnership model with over 650 teachers prepared to be teacher-leaders in science, technology, engineering, and mathematics (STEM) education. The authors provide a history of the program’s development, the sustainability of the program over time, the content of the various components of the partnership, and the evolution of the program, including its current status

S7 E14: CEC Back to Basics with Dr. Mary Ruth Coleman

In today\u27s episode, recorded live at the CEC 100th Anniversary, we were able to sit down with Dr. Mary Ruth Coleman. Dr. Coleman is a Senior Scientist, Emeritus, at the FPG Child Development Institute, at the University of North Carolina at Chapel Hill. She directs many projects and has numerous publications including the 14th Edition of the seminal textbook, Educating Exceptional Children. She has served many terms on various councils and organizations and is truly a pillar in our field. Don\u27t forget we love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access)