Proposal Title
Teacher-Scholars as classroom leaders: The power of inquiry
Abstract
The graduate special education programs affirm the competence of every individual, equal access to quality education, and social justice as the critical tenets of the program’s inclusive philosophy (Beliefs, Special Education Division, 2015). How do we prepare teachers to be leaders of their classrooms, providing a quality education for all? There are many “strategies” available to special education teachers; inquiry provides educators a means to enrich their teaching by collecting practice-based evidence of the efficacy of their instruction.
The design and implementation of an inquiry project based on classroom practices is a requirement in educator licensure graduate programs. The purpose of this teacher action research is to deepen connections between theory and practice as well as reinforce and expand knowledge of teaching skills and instructional strategies to support the inclusion of all students in classrooms (Stringer, 2014). Engaging in inquiry promotes the teacher candidates’ identity as a classroom leader and scholar.
A Teacher-Scholar Showcase is an essential component of the graduate Special Education practicums. The showcase is a scholarly community that engages teacher candidates by highlighting their inquiry projects, providing opportunity to disseminate their scholarship, receive and respond to feedback from peers, and become comfortable in communicating results. The Showcase is open to a larger community, including family, peers and faculty members.
Teacher-scholars with special education faculty will present their scholarship in the format of a poster session. This session demonstrates their inquiry into their own teaching, and their growing identity as a classroom leader and teacher-scholar.
References:
Belief and Mission statement of the Special Education Division (2015).
Stringer, E. (2014). Action research. Thousand Oaks, CA: Sage Publications, Inc.
Start Date
28-3-2018 6:40 PM
End Date
28-3-2018 7:30 PM
Presentation Type
Panel
Disciplines
Accessibility | Disability and Equity in Education | Special Education and Teaching
Full Text of Presentation
wf_yes
Teacher-Scholars as classroom leaders: The power of inquiry
U-Hall 3-089
The graduate special education programs affirm the competence of every individual, equal access to quality education, and social justice as the critical tenets of the program’s inclusive philosophy (Beliefs, Special Education Division, 2015). How do we prepare teachers to be leaders of their classrooms, providing a quality education for all? There are many “strategies” available to special education teachers; inquiry provides educators a means to enrich their teaching by collecting practice-based evidence of the efficacy of their instruction.
The design and implementation of an inquiry project based on classroom practices is a requirement in educator licensure graduate programs. The purpose of this teacher action research is to deepen connections between theory and practice as well as reinforce and expand knowledge of teaching skills and instructional strategies to support the inclusion of all students in classrooms (Stringer, 2014). Engaging in inquiry promotes the teacher candidates’ identity as a classroom leader and scholar.
A Teacher-Scholar Showcase is an essential component of the graduate Special Education practicums. The showcase is a scholarly community that engages teacher candidates by highlighting their inquiry projects, providing opportunity to disseminate their scholarship, receive and respond to feedback from peers, and become comfortable in communicating results. The Showcase is open to a larger community, including family, peers and faculty members.
Teacher-scholars with special education faculty will present their scholarship in the format of a poster session. This session demonstrates their inquiry into their own teaching, and their growing identity as a classroom leader and teacher-scholar.
References:
Belief and Mission statement of the Special Education Division (2015).
Stringer, E. (2014). Action research. Thousand Oaks, CA: Sage Publications, Inc.
