Literaturnachweis - Detailanzeige
| Autor/inn/en | Bartz, Jody Marie; Applequist, Karen; Aruguete, Joseph |
|---|---|
| Titel | Reducing Isolation in an Online Teacher Preparation Program: Reflections from STRIDE Scholars |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 1, S.41-52 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bartz, Jody Marie) ORCID (Applequist, Karen) ORCID (Aruguete, Joseph) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221135813 |
| Schlagwörter | Professional Isolation; Special Education Teachers; Rural Areas; Early Childhood Education; Teacher Education Programs; Program Evaluation; Distance Education; Student Teaching; Communities of Practice; Arizona Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Rural area; Ländlicher Raum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programme evaluation; Programmevaluation; Distance study; Distance learning; Fernunterricht; Teaching practice; Unterrichtspraxis; Community |
| Abstract | The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
