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ERIC Number: EJ765820
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: 21
ISSN: ISSN-0013-1172
Graduate Intervention Specialists' Responses to an Introductory Practicum: Implications for Teacher Educators
Keener, Catherine D.; Bargerhuff, Mary Ellen
Education, v127 n2 p216-230 Win 2006
Pre-licensure, graduate intervention specialist majors participated in an introductory assignment, reporting their reactions to ten hours with an individual who had a moderate to intense disability. Research questions included: 1) How do pre-licensure, graduate students connect theory to practice? 2) What was it about the pre-licensure, graduate students' initial practicum experiences that surprised them? 3) How do pre-licensure, graduate students think the initial practicum experience will impact their future work? 4) How do pre-licensure, graduate student responses inform the special education preparation program at Wright State University, and teacher education as a whole? Findings from this research indicated that although pre-licensure graduate students need explicit direction for field experiences, they would also benefit from researching self-generated questions. Graduate students should also have ample opportunity to showcase their experience, and reflect on best practices and "lingering questions," particularly in regard to inclusive learning environments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio