Powerful Learning: Dual Differentiation for Twice-Exceptional Learners

PurposeEducator preparation programs (EPPs) have an enormous responsibility to prepare teacher candidates for the field. While some EPPs allow teacher candidates to major in either general education or special education, other candidacy programs offer dual certification options, meaning that teacher candidates will graduate with both general education and special education teaching certification. This article focuses on a study completed to determine feelings of preparedness in educator preparation with novice teachers (with up to three years of experience) working in a general or special education classroom setting from across the United States (N = 104). Statistical analyses were conducted to determine the effect of an EPP on novice teachers’ preparedness to work with students with specific learning disabilities (SLD) in inclusive and/or co-taught classrooms. The results of this study suggest that novice teachers who participated in dual certification programs (both general and special education certification) entered the workforce more confident in their ability to address diverse student needs.Design/methodology/approachThis study employed a quantitative survey design to identify perceived levels of preparation among novice teachers with up to three years of teaching experience to answer how novice, general education teachers feel about their preparation to teach students with disabilities, how novice, special education teachers feel about their preparation to teach students with disabilities, and how EPPs can better support teacher candidates and novice teachers. This methodological approach was selected for its capacity to systematically collect and analyze measurable data, providing a comprehensive understanding of novice teachers’ self-perceived preparedness in both general and special education settings across the United States (Creswell, 2013).FindingsParticipants who completed dual certification programs felt more confident in their ability to work with students identified as at risk or with specific learning disabilities and more comfortable working in inclusion or co-teaching environments. The reported standard deviations show less average variability within the dual certification group, indicating that novice teachers who participated in a dual certification program rated their level of preparedness more similarly than survey participants who completed general education certification programs. Although participants who participated in a dual certification program consistently reported higher levels of preparedness than their general education certification program counterparts, only the difference in the level of preparedness when working with students with specific learning disabilities was found to be statistically significant. The results of this study also suggest that novice teachers who participate in certification programs that provide them with numerous opportunities to work with students with disabilities in a variety of settings enter the workforce more confident in their ability to address student needs.Research limitations/implicationsA major limitation of this study was the limited sample size, including the limited number of responses included in the final data analysis. While the study had N = 104 respondents, only 64 were included in the final analysis (61.5%). Although the results of this study are meaningful, a larger sample size would be needed in order to truly explore the differences between general education, special education and dual certification programs. Another limitation to this study was the small number of participants who reported completion of a special education certification program. Although the study intended to compare the three primary certification programs, only five participants indicated that they completed special education certification programs. Of the five respondents, only one completed the survey in full. As such, this data was excluded from the final analysis.Originality/valueInvestigation and consideration into the various preparation pathways (i.e. traditional and alternative) are imperative, as not all preparation experiences are equal given the variances between program types and/or state requirements. For educator preparation programs (EPPs), findings from this study underscore the importance of offering robust dual certification pathways. By integrating comprehensive training that covers both general and special education competencies, EPPs can prepare teachers to be versatile and highly skilled professionals. Such programs should emphasize culturally responsive teaching practices and evidence-based strategies to ensure that teachers are well-prepared to support diverse learners.

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

PurposeTeacher effectiveness in diverse school environments depends highly on the multicultural education courses provided by Educator Preparation Programs (EPP). Research measuring new teachers’ (i.e. teachers having 0-3 years of teaching experience) effectiveness as a result of EPPs’ multicultural education courses is limited. The purpose of this study was to examine if any association occurred between the number of multicultural courses offered to pre-service teacher candidates by EPPs and their graduates rating of effectiveness, as it pertains to creating a culturally diverse classroom environment.Design/methodology/approachUsing data from the North Carolina Department of Public Instruction (NCDPI) and public EPPs course catalogs for North Carolina, this descriptive study investigates multicultural education course offerings and recent teacher graduate data for North Carolina for 2015, as it pertains to creating culturally diverse learning environments for students of color.FindingsThe results indicate that multiple EPPs in North Carolina are not providing multicultural courses for their pre-service teachers, and that novice teachers in North Carolina are lacking the ability to produce diverse learning environments for students of color at a high capacity as defined by the North Carolina Teacher Effectiveness definition.Research limitations/implicationsData were retrieved from 2015. In the current year, EPPs could have boosted their offerings of multicultural courses since that time.Social implicationsIt is anticipated that the lack course offerings by EPPs will directly reflect new teachers’ ability to create respectful learning environment for students of color, suggesting that EPPs may be counterproductive towards teacher candidates’ understanding of race in the classroom.Originality/valueThis study’s originality exists in its ability to begin to connect new teachers’ productivity with regards for promoting diversity or multiculturalism and the multicultural courses offered by EPPs.

Structured Abstract Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met. Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience. Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework. Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.

As America's prekindergarten through 12th grade population becomes increasingly diverse, educator preparation programs (EPPs) are tasked with attracting, admitting, supporting, and graduating more teacher candidates from underrepresented groups. The research reported here was designed to improve our understanding of strategies that some EPPs have used in their efforts to diversify their student body and produce qualified graduates from diverse backgrounds who are prepared to deliver high‐quality instruction to their students. EPPs that shared information for this research provided details about the barriers they had identified to increasing diversity in their programs. They also described efforts they made to address barriers and whether they perceived those efforts as helpful in diversifying their programs. Through multiple methods of data collection and analysis, we have compiled and synthesized descriptions of EPPs' strategies that we hypothesize may contribute to success in attracting, admitting, supporting, and graduating more teacher candidates from underrepresented groups. Ultimately, we note the highly contextualized experience of each EPP and suggest that EPPs consider whether strategies and solutions implemented at EPPs that feel they are achieving success would benefit their programs as well, perhaps concentrating on one or more phases of the teacher candidate's experience with the EPP. A model for how to implement programmatic change is proposed.

This study investigates experiential learning’s role and efficacy within an educational preparation program (EPP) during their clinical experience. The study aims to understand the perceptions of teacher candidates who completed a traditional clinical experience compared to an alternative clinical experience as part of their bachelor’s degree in education. The results indicate that learning through experience and reflection upon those experiences provide an opportunity for improved support from EPPs and sponsoring districts. Data collected included feedback from teacher candidates on how the EPPs and sponsoring school districts could provide additional support. The responses were categorized into two groups: students completing their clinical experience in a traditional student-teaching placement and those completing their clinical experience through an alternative program as a Teacher of Record. The data was analyzed for common themes as well as themes unique to either category. The researchers found that both groups identified Professional Learning and Growth and Relationships and Support as strengths of the programs, while teacher candidates serving as Teacher of Record experienced more Financial Stability. Challenges shared between the groups were Balancing Responsibilities, Communication, and Classroom Management. Traditional teacher candidates experienced more Financial Insecurity and struggled with Lesson Planning and Adapting to Standards and Curriculum. The authors share ideas for how EPPs and sponsoring districts might improve clinical practices and opportunities for further research.

In this study, the authors described the contribution of student’s academic performance indicators as predictors of graduation rate in two Historically Black Colleges and Universities (HBCUs) Education Preparatory Program (EPP) in the State of Mississippi. The authors interviewed two EPP chairs in summer 2019 and used qualitative inquiry to code and look for themes to provide meaning and add additional explanation to the students’ graduation rate. The main findings of the study suggest that teacher candidates’ ACT/SAT scores are predictive of graduation rates. Similarly, socioeconomic status showed a positive relationship with admission to the EPP and graduation rate. Each EPP faces the challenge of graduating a sufficient number of certified teachers to ensure its continuity. The EPP needs to ensure that students are capable of passing the state certification exams and graduating to be successful. Graduation rate is an indicator of EPP performance and its likelihood of continuity and longevity.

The aim of this study is to determine teacher candidates’ attitude and readiness levels towards teaching profession and the relationship of teacher candidates’ attitude and readiness level towards teaching profession in terms of gender, grade, having teacher relative, willingly study this department and belief of being a good teacher independent variables. The study group consists of 387 teacher candidates studying at faculty of education from different departments and grades in 2018-2019 academic year. Teacher candidates’ attitude scale and readiness towards teaching profession scales were used as data collection tool. For data analyzing independent variables t test, Mann-Whitney U test, Kruskal-Wallis H test and Spearman’srho correlation analysis were used. According to the research results, mean score of teacher candidates’ attitude towards teaching profession is 3.84 and mean score of teacher candidates’ readiness towards teaching profession is 3.91. In addition, according to the Spearman’srho correlation analysis, there is a moderate and positive relationship between teacher candidates’ attitude and readiness levels towards teaching profession.

This study was performed with 49 science teacher candidates in order to determine their levels of readiness regarding the strength of binary, organic and oxy acids, and to assess how much progress they have made as a result of their four-year education.In this study, 9 open-ended questions were initially addressed to the teacher candidates at the beginning of the 1st semester to determine their levels of readiness. These questions were later asked once again to the same teacher candidates at the end of the 8th semester to assess their level of knowledge following their four-year education.The teacher candidates were requested to answer the questions with drawings as well as in writing. When analyzing the questions, the level of knowledge of the teacher candidates were grouped according to their drawings and written answers, based on the levels used by Bartoszeck, Machado and Amann-Gainotti (2008) and Uzunkavak (2009a, 2009b). According to the study’s results, it was determined that the teacher candidates’ levels of readiness were low, and that although their level of performance increased at end of their four-year education, their knowledge on the matter was still insufficient.

Mixed-reality simulation (MRS) is a new and advanced technology implemented in Educator Preparation Programs (EPP) across the United States. However, more research is needed on the effectiveness of MRS in EPPs and its impact on beginning teacher candidates. This study sought to determine the effect of teacher candidates after utilizing MRS and its impact on acquiring teaching pedagogical skills. Forty-five surveys collected from teacher candidates revealed two themes: the beneficial experience of MRS in an EPP and technology concerns.

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

PurposeThe purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools.Design/methodology/approachThe research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester.FindingsResearch showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging.Originality/valueTo the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).

Educator preparation programs must prepare teachers to endure the demands of the profession. Teacher candidates can develop skills to mitigate stress and develop resilience and self-efficacy necessary for the current reality of the teaching profession. We implemented a randomized control trial to evaluate the effects of a self-care self-monitoring intervention on teacher candidates’ resilience and self-efficacy. Participants assigned to the treatment group created self-care goals and monitored their weekly progress toward their goals. We found no significant effects of the self-monitoring tool on teacher candidates’ resilience and self-efficacy. We contextualize our findings within the current teacher attrition and retention crisis and share implications for educator preparation programs.

Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses in both the general and special education graduate-level educator preparation programs (EPPs) to infuse learning experiences through a simulated learning environment (Mursion) to help bridge teacher candidates’ coursework and field experiences, offering them robust experience with high leverage practices and technology that increases their own competency. Data from this study demonstrated that preservice teacher candidate work within the Mursion simulated learning environment increased use of high leverage practices related to strategic teaching, collaboration, differentiation, and providing feedback. Implications for instructional coaching, microteaching, repeated practice, and closing the research to practice gap are discussed.

In this chapter, two teacher educators share a research study designed to examine asset-orientation and deficit-gaze among secondary teacher candidates across a one-year graduate teacher education program. Applying a sociocultural lens to teacher candidate learning and centering language as a semiotic tool, the researchers foreground the discourse teacher candidates use to describe and discuss students and families. Teacher candidate discourse is examined for evidence of asset and deficit orientations at three timepoints. The authors offer a tool that teacher educators can use to assess dispositional change over time. Highlighted in this chapter are processes for identifying dispositional biases of teacher candidates, how these biases can change throughout the preparation program, and ways coursework and clinical experiences support an asset-orientation toward students. The chapter concludes with recommendations that educator preparation programs can use to support the development of preservice teacher dispositional development.