<p> When we view the needs of our students through the lens of access and opportunity for students of African American backgrounds then we can begin to move forward towards a more comprehensive and collaborative approach (Jacobs, 2013; Klingner, et al., 2005). Dr. Asa Hilliard (1991) states, &ldquo;it is a question of whether collectively, as educators and a society, we have the will and vision to educate all children&rdquo; (cited in Boutte, 2012, p. 517). While the current body of research provides a plethora of information on supporting CLD children and families from the perspective of educators, administrators, and institutions of higher education (Banks, Obiakor, &amp; Algozzine, 2013; Cannon &amp; Luckner, 2016; Chu, 2013; Guardino &amp; Cannon, 2016; Hansuvadah, 2009; Harry, 2008; Olivos, Gallagher, &amp; Aguilar, 2010) there is a significant gap in the research literature as it pertains to the parents of children who are Black and have a disability, and their perspective of disparities in access to resources and opportunity. For the purposes of this study, CLD/E refers to children who are Black or African American and have a disability as defined by IDEIA. There are two purposes for this study. This study will explore the parent voice in discussing the issues of access and experiences for children and families who are CLD/E. The second purpose of this study is to examine the manner in which systems are navigated from the CLD parent point of view, specifically those of the African diaspora. Through examining parents&rsquo; experiences, this study will inform the body of research to support the needs of CLD students with disabilities transition throughout their academic careers. This study is guided by the following questions: &bull; How do CLD parents of CLD/E children perceive their child&rsquo;s disability? &bull; How do CLD parents perceive the supports and services available to assist them in supporting the needs of their CLD/E? &bull; What do CLD parents perceive as the facilitators of and the barriers to access and opportunity for services and resources? </p><p> When the information is examined more closely, one can see the trend of students with disabilities not accessing high-level opportunities in the realms of employment, education, independent living, and overall quality of life, and how this trend is compounded when the numbers are examined through the lens of culture and language (Bal, Sullivan, &amp; Harper, 2014; Leake, Burgstahler, &amp; Izzo, 2011; National Research Council, 2002; Povenmire-Kirk, Bethune, Alverson, &amp; Kahn, 2015). Further, by focusing on the population of students the research available is limited in scope as it does not address ways in which all stakeholders can work together to improve outcomes, specifically with the voice of parents. CLD students with exceptionality are therefore limited in their ability to access the same or similar opportunities as their same aged peers who are without disability and oftentimes White.</p><p>

<p> Music education is often one of the first programs that are removed from school districts. With the new language in the &ldquo;Every Student Succeeds Act,&rdquo; it is important that school performance is measured through student engagement, parental involvement, and school culture, for a well-rounded education including music (NAfME, n.d.). The National Coalition for Core Arts Standards redeveloped the music standards in 2014 to include technology (NAfME, n.d.). The purpose of the study is to determine the impact of parental involvement and how access to technology contribute to the success of creating independent musicians in middle school, instrumental music programs. </p><p> A mixed-methods research analysis was completed to explore parental involvement and technology impacts. Interviews were conducted between public and private school music teachers, as well as parent participants. Surveys were sent to parents of both school sites to investigate what factor of parental involvement of Epstein&rsquo;s (1986) framework was most present in a middle school music program. Interviews were coded for common themes. An intervention was also implemented into the study to determine if there was a significant difference in musical growth gained between technology and the traditional teaching method, but also to determine if technology facilitates Zimmerman&rsquo;s (1986) framework of self-regulated learning. Paired samples T-tests were computed on Statistical Package for Social Sciences (SPSS) software to calculate the comparisons between the methods and their growth scores. There was a significant difference in the pre-test and post-test for both the traditional teaching method and the intervention method. However, there was not a significant difference between the growth rates of both methods. This indicated that either method was an effective way for students to learn a piece of music. In addition, practice logs for the traditional method were coded for evidence of self-regulated learning. Positive communication between parents, teachers and technology in music education that facilitates self-regulated learning impacted the success of students becoming independent musicians in middle school instrumental-music programs. Interviews of two music teachers determined differences between the programs pertaining to support, enrollment, funding and technology. Positive communication between parents and teachers promoted a better understanding of a child&rsquo;s musical development, and that parents want to know that their teacher cares for their child. Computer-based technology in the music classroom demonstrated an effective practice session for students. Students were motivated to do well by utilizing evaluation features of the software. </p><p> Keyword: music education, middle school, parental involvement, communication, student success, self-regulated learning, technology, motivation, independent musicians.</p><p>

<p> College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.</p><p> The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model&rsquo;s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:</p><p> Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model&rsquo;s ability to prepare student teachers for their first year of teaching?</p><p> Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model&rsquo;s ability to prepare student teachers for their first year of teaching?</p><p> Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model&rsquo;s ability to prepare student teachers for their first year of teaching?</p><p> The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.</p><p> The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson &amp; Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model&rsquo;s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.</p><p> On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.</p><p>

No description available.

This study investigated the effects of cooperative game play and structured interview on the anxiety levels and attitudes of prospective teachers toward persons with visual impairments. The major strategy for attitude change was based on Deutsch's theory of cooperation in social interaction utilizing the framework of Johnson and Johnson's social judgment process in conjunction with Kurt Lewin's theory of "reduction of restraining forces.".;Forty-five undergraduate education majors were randomly assigned to a control group or two experimental treatment groups for the purpose of modifying their attitudes toward persons with visual impairments.;The experimental conditions involved two groups of 15 prospective teachers each. Each member of group one functioned as a partner of a visually impaired person in playing the electronic game "Simon." They formed a dyad which collaborated to beat "Simon." Members of group two interacted with a visually impaired person during interview sessions which were structured around ten familiar topical areas. The experimental treatment involved 20 minutes of social interaction during four interaction sessions within a period of two weeks. The control group experienced no contact with the visually impaired persons.;Pretest-Posttest data were collected using the Attitudes Toward Disabled Persons Scale (ATDP), Forms A and B; the State-Trait Anxiety Inventory, (STAI); Forms X-1 and X-2; semantic differential scales; and a 10 point amount of contact scale.;Data analysis of STAI showed the experimental subjects experienced reduction of discomfortable feelings while interacting with the visually impaired. However, there was insignificant difference between the two groups. Analysis of the ATDP showed a positive shift in attitudes toward persons with physical disabilities. Similarly, there was insignificant difference between experimental group changes notwithstanding both groups exceeded the control group on posttest mean scores. The semantic differential scales indicated close agreement between perceptions of contact and attitudes for both the nondisabled and visually impaired persons.;Since the significant effects of cooperative game play and the structured interview as goal interdependent experiences for positive attitudinal shifts were inconclusive on the basis of the study's findings, further investigation is needed.

This research sought to answer the question: Does the relationship between supervisors' feedback styles and supervisees' levels of intrinsic motivation and the subscales of intrinsic motivation, found in other settings, exist in student teaching? The sample consisted of 252 student teachers from Old Dominion University and their cooperating teachers. This group included all of the spring, 1991, semester student teachers who chose to participate (30 chose not to) and represented a wide variety of cultural and economic backgrounds.;A correlational methodology was used, employing Pearson's r values for the relationships between cooperating teachers' feedback styles as measured on the Cooperating Teacher Questionnaire and total intrinsic motivation and each of four subscales (Interest-Enjoyment, Effort-Involvement, Pressure-Tension, and Competence) of the Intrinsic Motivation Inventory. Significant changes were recorded in intrinsic motivation and each subscale of the inventory from pretest to posttest in the seven week student teaching placement; however, only Effort-Involvement was found to correlate at a significant level (p {dollar}<{dollar}.05) with feedback style. The study provided data on the entry motivation and changes in the motivation of student teachers, and piloted the Cooperating Teacher Questionnaire for measuring cooperating teachers' feedback styles.

Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers. This qualitative study, utilizing a participant group of six graduate students in their student teaching internships at a small public liberal arts university, explored whether writing stories could enable student teachers to make better sense of their internship experiences and develop understanding of who they are as teachers. After an initial training session on "story," data were collected at three key points during the student teacher internship. This data consisted of participants' written stories, focus group discussions, and individual exit interviews. The data were then systematically coded using grounded theory methodology. The six themes resulting from this study indicate support for written stories as an alternative or parallel reflective tool to traditional journaling in teacher preparation.

Students with autism spectrum disorder (ASD) have severe impairment in social skills, which affects all areas of development. Researchers have indicated peer-mediated intervention (PMI) may improve social skills of children with ASD. PMI involves training carefully selected nondisabled peers to teach academic or social skills to students with disabilities using strategies such as modeling, prompting, and reinforcement in an inclusive education setting. However, a review of the literature suggests that PMI in and of itself may be beneficial, but not sufficient, to enhance social interaction among students with ASD and their peers. The literature suggests that incorporating components that encourage student interaction in the PMI procedures may enhance its effectiveness. The purpose of this study was to compare the effects of peer training and peer training with contingency contracting on the frequency of social interactions between children with ASD and their nondisabled peers. I chose contingency contracting in the study because it involves the use of systematic prompting and reinforcement to increase student interaction. Three students with ASD and six typically developing peers enrolled in an inclusive elementary school in Saudi Arabia participated in the study. I conducted the study using a multiple-baseline design across participants. The results showed that peer training alone did not improve or maintain the social interactions between the participants. When the intervention included contingency contracting, the frequency of social interactions significantly increased.

This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing task, and how this framework is related to the development of students' conceptual understanding in the summary writing task. A quasi-experimental design with sixth and seventh grade students taught by two teachers in the middle school was used. Each teacher had four classes with two classes using the Structured Reading Framework (treatment) and the other two classes used the original reading framework (control). A total of 170 students participated in the study, with 83 in the control group (four classes) and 87 in the treatment group (four classes). All students used the SWH student templates to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task at the end of each unit. This process was replicated for each of the two units. All student writing samples collected were scored using an analytical framework and scoring matrices developed for the study. A total of 588 writing samples were included in the statistical analysis. Results indicated that the treatment group who used the Structured Reading Framework performed significantly better on the Summary Writing task than the control group. The results suggest that the using of the Structured Reading Framework in prompting and guiding the reading activities within the SWH approach have an impact on the development of conceptual understanding. In addition, it appears that the Structured Reading Framework impacted the development of conceptual understanding in the Summary Writing task by providing a scaffold to assist students' knowledge construction.

This study focused on evaluating the sufficiency of research in reading in the content area used to instruct classroom teachers. The research used was conducted between 1970 and 2000 and incorporated into textbooks written between 1975 and 2005. Studies examined were those reported in the following journals: Review of Educational Research, Review of Research in Education, Social Education, Theory and Research in Social Education, Reading Research Quarterly, and Research in the Teaching of English. Some attention was also given to two major educational curriculum and issue journals- Educational Leadership and Phi Delta Kappan as these sources might identify relevant research studies for further investigation. References cited in more than one text helped identify and establish a baseline of those studies considered most significant by textbook authors. The findings of this study showed that the majority of citations looked at the following themes: -Learners acquire meaning from the printed page through thought. -Reading can and should be done for different purposes using a variety of materials. -A number of techniques can be used to teach reading skills. -Reading materials need to be selected according to changes in a child‘s interests. -Reading ability is the level of reading difficulty that students can cope with. It depends on ability rather than age or grade level. -Readability contributes to both the reader‘s degree of comprehension and the need for teacher assistance when reading difficulty exceeds the reader‘s capability. -Reading instruction, in some form, needs to be carried on into the secondary grades. Research findings from the 1970s were concerned with reading strategies, reading skills, reading comprehension, readability, attitudes towards reading, vocabulary, study skills, and content area reading programs. In the 1980s research cited in content area reading books looked at reading comprehension, reading skills, vocabulary, learning strategies, curriculum issues, purposes for reading and writing, content area reading programs, readability, schema theory, thinking skills, summarizing, comprehension strategies, and cooperative learning. By the 1990s more research cited in content area reading books focused on reading strategies, curriculum issues, how to read documents and graphs, reading skills, vocabulary, attitudes towards reading, reading comprehension, and activating background knowledge.