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Special Education Student Teaching Practices.

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Title: Special Education Student Teaching Practices.
Authors: Conderman, Greg1, Morin, Joe2, Stephens, J. Todd3
Source: Preventing School Failure. Spring2005, Vol. 49 Issue 3, p5-10. 6p. 1 Chart.
Subject Terms: *Student teaching, *Special education, *Grading of students, *Practicums, *Teaching
Abstract: This article presents findings of our nationwide study of undergraduate special education student teaching practices. The authors were especially interested in grading systems, assignments, supervision practices, and unique challenges. Results indicated variability in grading systems, use of traditional assignments such as lesson plans, use of student reflection through portfolios or journals, and challenges associated with locating student teaching placements that reflect research-based practices and parallel the conceptual framework of the teacher preparation program. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Special Education Student Teaching Practices.
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. Spring2005, Vol. 49 Issue 3, p5-10. 6p. 1 Chart.
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  Data: This article presents findings of our nationwide study of undergraduate special education student teaching practices. The authors were especially interested in grading systems, assignments, supervision practices, and unique challenges. Results indicated variability in grading systems, use of traditional assignments such as lesson plans, use of student reflection through portfolios or journals, and challenges associated with locating student teaching placements that reflect research-based practices and parallel the conceptual framework of the teacher preparation program. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.3200/PSFL.49.3.5-10
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      – Code: eng
        Text: English
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        PageCount: 6
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      – SubjectFull: Student teaching
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Practicums
        Type: general
      – SubjectFull: Teaching
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      – TitleFull: Special Education Student Teaching Practices.
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            NameFull: Conderman, Greg
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            NameFull: Morin, Joe
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            NameFull: Stephens, J. Todd
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              Text: Spring2005
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              Y: 2005
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              Value: 49
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            – TitleFull: Preventing School Failure
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