Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices…

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class…

This study used an alternating treatments design to evaluate the effect of three teaching practices: "response cards," (RC) "numbered heads together," (NHT) and "whole group question and answer" (WGQA) on 6th graders' daily quiz scores and pretest-posttest performance in chemistry. Results indicated that both RC and NHT were superior to the…

This article first assesses the existing "state of awareness of the research to practice gap" among 111 preservice educators. It then discusses the potential benefits associated with the improvement of this knowledge and describes a variety of programmatic options, structural and instructional, that may enhance preservice educators' knowledge,…

Following systematic training as peer coaches, six preservice general educators increased the frequency with which they engaged in relevant coaching interactions and improved the accuracy with which they implemented an innovative instructional strategy (Peabody Peer Assisted Learning Strategy) with three children with learning disabilities (ages…

Argues that measurable change in student performance should be the standard for making judgments about effective instruction and that these data can serve as an important component in the evaluation of teacher-preparation programs. Describes assessment technologies that allow more direct measures of student learning. (Author/CR)

Highlights instructional implications associated with teaching diverse groups of learners; describes some promising educational practices for meeting the instructional needs of such students; and explores how those within departments, schools, and colleges of education might go about better preparing their future teachers for accommodating such…

Describes the Pair Tutoring Program, involving 264 preservice general educators and 118 children, either with disabilities or at-risk, a component of the RARE (Reflective and Responsive Educator) program. This early, field-based experience is designed to prepare preservice general education teachers to work more effectively with diverse learning…

Of 673 special education teachers responding to the survey, over 55 percent reported that behavior modification was not their major system of classroom management. Responses are broken down by categorical title of classroom for experiences with positive reinforcement, time out, negative reinforcement, contingency contracting, response cost,…

This article addresses system-level, teacher-level, and child-level concerns to be addressed if efforts to operationalize the Regular Education Initiative are to be given a reasonable scientific test. Diagnosing current teacher competencies and improving upon relevant skills is seen as crucial to the attainment of child-level objectives.…

A survey of general education teachers, special education teachers, and building principals in Michigan assessed their agreement with the Regular Education Initiative (REI) goals and methods. Analysis of the 605 responses indicated general agreement with REI goals and procedures. Most educators believed that pragmatic factors posed the greatest…