A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
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Kennedy, M., Newton, J., Haines, S., Walther-Thomas, C. & Kellems, R. (2012). A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback. Journal of Technology and Teacher Education, 20(3), 251-275. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/38652.
Journal of Technology and Teacher Education
Volume 20, Issue 3, July 2012
Society for Information Technology & Teacher Education Chesapeake, VA
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Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other teacher preparation coursework. The purpose of this paper is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences (e.g., case studies). Using a design experiment methodology, researchers capitalized on existing theories for multimedia production, case studies in teacher preparation, and feedback procedures in order to promote teacher candidates’ readiness for implementing EBPs for teaching students with disabilities in the general education classroom.
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