Presenters describe the content, procedures, and outcomes of a university-based project providing various supports via different delivery methods to early career special educators in rural northeast Tennessee. Participants will learn about the supports teachers selected, how teachers’ self-efficacy improved, and how this teacher-driven approach compared to district provided professional development.

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Residency models for education in the medical profession have existed for many years. Nationwide, policies are being implemented to bring this model to the field of teacher preparation. How this plays out within education programs is less researched, and there is a need to document the transition from traditional teacher education, that is, education that is based heavily in the college classroom, to a residency model, where preservice teachers spend a significant amount of time in an elementary school classroom. This paper describes how a year-long residency model is implemented and presents the changes in curriculum, scheduling and challenges encountered.

Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.

Research shows use of data based decisions for students with severe disabilities is highly beneficial, yet few teachers implement them in the classroom. This session will present the results of a study on the effects of DBD training on teacher/student outcomes. Also, participants will learn about the five most common DBDs. Learner outcomes: Provide participants with procedures and outcomes from a study conducted on training teachers of students with significant disabilities and autism from diverse backgrounds to make informed data-based decisions; and Participants will be provided a handout with a data based decision-making guide as well access to the online modules used in the study.

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Excerpt:This presentation will consider the interplay between policy, international research and the design and development of a new mathematics teacher education program in the Republic of Ireland.

The purpose of this study was to examine the practicing characteristics of graduates of a college of medicine with a rural primary care mission, including influences on graduates' specialty choices and practice locations. Secondary data analyses were conducted on student records and AMA Physician Masterfile data. Fewer graduates were practicing primary care than had entered primary care training. Graduates who attended internal medicine residency training were less likely to be practicing primary care medicine than those who attended other primary care programs. Women and rural track graduates were significantly more likely to practice primary care than were men and generalist track graduates, respectively. Primary care physicians (PCPs) were practicing in more rural locales than non-PCPs. Family physicians tended to practice in the most rural locales. FMDRL_ID: 4822

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The purpose of this quantitative study was to determine if there were significant differences in student success in terms of face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. The results of this study enabled this researcher to note significant differences between grades, success rates by gender, success rates by health and non-health majors, non-traditional age (at least 25 years of age) success rate, and attrition rate for students in the face-to-face course compared to the online students. There was no significant difference found in the success rate for traditional age (less than 25 years of age) students in the face-to-face sections compared to those in the online sections.