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Preparing Special Educators to Become Highly Qualified Reading and Mathematics Teachers: An Online Collaborative Model |
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Abstract:
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This roundtable will describe a collaborative project that created modular, web-based training to help special education teachers become highly qualified to teach core academic content in reading and mathematics. |
Most Common Document Word Stems:
teacher (34), qualifi (20), high (19), state (19), modul (17), content (16), educ (15), develop (13), special (13), base (10), teach (9), web (9), web-bas (8), area (7), use (7), requir (7), left (7), child (7), core (7), behind (7), nclb (6), |
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Association:
Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org
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Citation:
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MLA Citation:
| Dasinger, Sheryl., Minor, Lynn., Monetti, David. and Sizemore, Jon. "Preparing Special Educators to Become Highly Qualified Reading and Mathematics Teachers: An Online Collaborative Model" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 24, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p142613_index.html> |
APA Citation:
| Dasinger, S. , Minor, L. C., Monetti, D. M. and Sizemore, J. , 2007-02-24 "Preparing Special Educators to Become Highly Qualified Reading and Mathematics Teachers: An Online Collaborative Model" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p142613_index.html |
Publication Type: Roundtable
Abstract: This roundtable will describe a collaborative project that created modular, web-based training to help special education teachers become highly qualified to teach core academic content in reading and mathematics. |
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| Document Type: |
PDF |
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3 |
| Word count: |
1015 |
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| Preparing Special Educators to Become Highly Qualified Reading and Mathematics Teachers: An Online Collaborative Model Section 1: Content A. Statement of the Issue With the enactment of No Child Left Behind Act (NCLBA) the definition of a highly qualified teacher was changed. Teachers throughout the United States are finding they are not considered highly qualified to teach in certain areas. According to NCLB it is no longer sufficient to meet state teacher certification requirements and demonstrate effective teaching. This |
| will be placed on the collaborative model used by faculty to accomplish this task. Then the presenters will discuss the review process and revisions made to the modules based on results of the reviews. Actual examples for the web-based learning modules will be shared. References King-Sears M. E. (2005). Are you highly qualified? The plight of effective special educators for students with disabilities. Learning Disability Quarterly 28 187. United States General Accounting Office. (2003). No Child Left Behind Act: |
Similar Titles:
Enhancing Teacher Capacity to Deliver High Quality Content Area Literacy Instruction: Results From a Research-Based University Professional Development Project
Challenges and Opportunities for High-Quality Inclusion Teachers: Integration of Essential Core Teaching Strategies for Preservice Teacher Education
Federal principals, state agents, and teacher quality: Factors influencing state implementation of No Child Left Behind’s Highly Qualified Teacher provision.
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