ERIC Number: EJ1458833
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2768-1432
Looking behind Virtual Lenses: Field Experience, Modeling, Coaching, Feedback, Supervision, and Partnerships
Tamara Lynn; Shantel Farnan; Jessica A. Rueter; Adam Moore
Journal of Special Education Preparation, v2 n2 p42-51 2022
Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council for Exceptional Children (CEC) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) High Leverage Practices (HLPs) of Instruction, Collaboration, and Assessment (McLeskey et al., 2017), this article will look behind the virtual lens to uncover how SSEPs faculty can support interns using a developmental and scaffolded approach.
Descriptors: Field Experience Programs, Models, Coaching (Performance), Feedback (Response), Teacher Supervision, Partnerships in Education, Special Education Teachers, Electronic Learning, Evaluation, Small Group Instruction, Visual Aids, Video Technology, Computer Simulation, Learning Management Systems, Undergraduate Study, Graduate Study, Teacher Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A