Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers

Autor/inn/en	Brownell, Mary T.; Yeager, Elizabeth Anne; Sindelar, Paul T.; vanHover, Stephanie; Riley, Tamar
Titel	Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers
Quelle	In: Teacher Education and Special Education, 27 (2004) 2, S.174-189 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Educational Needs; General Education; Attitudes toward Disabilities; High Risk Students; Beginning Teachers; Teaching Methods; Teacher Collaboration; Elementary Schools; Case Studies; Regular and Special Education Relationship; Student Diversity; Researchers; Inclusive Schools; Urban Schools; Teacher Education; Florida + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Allgemein bildendes Schulwesen; Allgemeinbildung; Problemschüler; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Researcher; Forscher; Inclusive school; Integrative Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung
Abstract	One of the greatest challenges that general education teachers face is how to address the educational needs of an increasingly diverse student population. Perhaps what is most disturbing about this challenge is that many general education teachers seem unprepared to face it. Researchers investigating inclusive classrooms have found that general education teachers make few instructional adaptations for children with disabilities and those at-risk academically and behaviorally. Even more problematic are the challenges that a diverse student population presents to novice teachers, who are often less prepared to make accommodations for individual students. To address the challenges general education teachers face, particularly beginning teachers, we designed Teacher Learning Cohorts (TLCs) for two urban elementary schools. Our article describes case studies of three beginning TLC general education teachers in the two schools and their efforts to learn how to teach students with disabilities and other high-risk students. In particular, we outline how the teachers' participation in the TLC influenced their beliefs and practices with regard to teaching these students. We also discuss implications of the study for those involved in creating structures that support beginning teachers in inclusive efforts. (Beginning Teacher Interview Protocol is appended.) (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10