A Model for Examining Teacher Preparation Curricula for Inclusion

There is an increasing need for highly qualified teachers as described by the current legislation in No Child Left Behind (2002). Since this legislative mandate has been enforced, recent initiatives have signaled teacher education programs to examine performance standards in demonstrating preparatio...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Teacher education quarterly (Claremont, Calif.) Calif.), 2008-10, Vol.35 (4), p.155-176
Hauptverfasser:	Cooper, Jewell E., Kurtts, Stephanie, Baber, Ceola Ross, Vallecorsa, Ada
Format:	Artikel
Sprache:	eng
Schlagworte:	Amendments Beginning Teachers Behavior Children Classroom management Competency based teacher education Curricula Data collection Disabilities Educators Elementary education Inclusive Schools Individualized Education Programs Individualized Instruction Learning Legislation North Carolina Performance standards Practice Preservice Teacher Education Professional development Professional standards Questionnaires Rating Scales School surveys Self Evaluation (Groups) Special education Special Education Teachers Special Needs Students Student Behavior Students with disabilities Studies Surveys Task forces Teacher centers Teacher education Teacher Education Curriculum Teacher Education Programs Teacher Educators Teachers Teaching assistants Teaching Methods Training
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	There is an increasing need for highly qualified teachers as described by the current legislation in No Child Left Behind (2002). Since this legislative mandate has been enforced, recent initiatives have signaled teacher education programs to examine performance standards in demonstrating preparation of effective teachers for diverse learners.
ISSN:	0737-5328