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ERIC Number: ED463118
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
An Evaluation of a Decade of a Rural Field-Based Special and Elementary Teacher Training Program.
Medina, Catherine; Redsteer, Denise; Prater, Greg; Minner, Sam
To address the need for special education teachers trained in rural and culturally diverse settings, a field-based special education program was implemented in Kayenta Unified School District (KUSD), Arizona, on the Navajo Nation. KUSD provided teacher housing, classroom space, sites for practicum coursework, and some student teaching placements. KUSD teachers and administrators were hired as instructors and guest speakers for some courses and were involved in the selection of participants. Northern Arizona University contributed tuition waivers and administrative support, and the U.S. Department of Education provided funding. Since 1992, 109 students have been admitted into the program, and 104 completed it; 67 students were Native American, primarily Navajo. The high retention rate was attributed to the field-based nature of the program. The Native American students were predominantly paraeducators for the KUSD and therefore were able to remain employed and maintain their residence in their home communities. KUSD administrators supported their paraeducators by releasing them from duties for professional development and other relevant program activities. Culturally and linguistically relevant curriculum was integrated in all coursework, and mentor teachers helped non-Native participants adjust into the community. Of the 78 program participants who graduated, 44 were Native American and 34 were non-Native, an unusually high rate for both groups. Fifteen former participants completed their master's degree in education. Most Navajo students remained in the area and secured teaching positions with KUSD. (TD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A