Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings

Autor/inn/en	McLeskey, James; Billingsley, Bonnie; Ziegler, Deborah
Titel	Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings
Quelle	In: Australasian Journal of Special and Inclusive Education, 42 (2018), S.3-16 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Teacher Education; Theory Practice Relationship; Inclusion; Educational Practices; Core Curriculum; Educational Change; Disabilities; Evidence Based Practice; Outcomes of Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Theorie-Praxis-Beziehung; Inklusion; Bildungspraxis; Kerncurriculum; Bildungsreform; Handicap; Behinderung; Lernleistung; Schulerfolg
Abstract	Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01