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Getting it Right From the Start: Novice Elementary Teachers Creating Accessible Curriculum for All Students
Unformatted Document Text:  Based on these research findings, I have three main conclusions. First, I conclude that first year teachers are capable of designing and enacting accessible curriculum experiences for the children right from the start. Secondly, I posit that accessible curriculum is personalized for everyone, not individualized for some students. Thirdly, I contend that accessible curriculum prepares students for democratic participation in society.D. Relevance The work to be discussed in the presentation will illuminate the procedures taken to provide clear, qualitative evidence to substantiate the findings and conclusions of this research. I will present the steps taken during the two years of data collection, as well as the detailed “grounded theory” approach to analyzing the data, which consisted of group conversation and individual interview transcripts, classroom observation videotapes, and document analysis. Secondly, my deliberate focus on the “successful (exemplary) practices” of three first year teachers fits squarely within another perspective emphasized in the conference.E. Implication for Action The research findings and conclusions discussed at this presentation have three specific implications in regard to teacher education: 1) Teacher education programs may play an important role in the development of critically minded, theoretically grounded teachers; 2) Teacher educators need to think creatively about places in the margins of formal programs where alternative approaches can exist to support preservice teachers; and 3) Teacher educators must grapple (and help their students grapple) with a decontextualized notion of “best practices.” Section II: OutcomesA. Learner/participant outcomes My hope is that participants in this session will see the connections between three urban novice teachers’ deeply held beliefs and their curriculum enactments in an inclusive general education classroom. It is my objective that educators will leave the presentation questioning their own assumptions of normalcy, disability, and diversity and recognize more fully the intersection points of arguments from different fields of education that share the quest to prepare teachers to be committed and able to provide an equitable and excellent education to all children.B. Methods This presentation will be organized so that the discussion of the research and its relevancy to teacher education and the education of all students is clear. The use of overheads or a powerpoint presentation will include key components of the research findings, conclusions, and implications. Vivid examples from the classrooms of these teachers and quotes from their transcripts will provide powerful examples of “sites of possibility” for all children in general education classrooms. 3

Authors: Hamre, Britt.
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Based on these research findings, I have three main conclusions. First, I conclude
that first year teachers are capable of designing and enacting accessible curriculum
experiences for the children right from the start. Secondly, I posit that accessible
curriculum is personalized for everyone, not individualized for some students. Thirdly, I
contend that accessible curriculum prepares students for democratic participation in
society.
D. Relevance
The work to be discussed in the presentation will illuminate the procedures taken
to provide clear, qualitative evidence to substantiate the findings and conclusions of this
research. I will present the steps taken during the two years of data collection, as well as
the detailed “grounded theory” approach to analyzing the data, which consisted of group
conversation and individual interview transcripts, classroom observation videotapes, and
document analysis. Secondly, my deliberate focus on the “successful (exemplary)
practices” of three first year teachers fits squarely within another perspective emphasized
in the conference.
E. Implication for Action
The research findings and conclusions discussed at this presentation have three
specific implications in regard to teacher education: 1) Teacher education programs may
play an important role in the development of critically minded, theoretically grounded
teachers; 2) Teacher educators need to think creatively about places in the margins of
formal programs where alternative approaches can exist to support preservice teachers;
and 3) Teacher educators must grapple (and help their students grapple) with a
decontextualized notion of “best practices.”
Section II: Outcomes
A. Learner/participant outcomes
My hope is that participants in this session will see the connections between three
urban novice teachers’ deeply held beliefs and their curriculum enactments in an
inclusive general education classroom. It is my objective that educators will leave the
presentation questioning their own assumptions of normalcy, disability, and diversity and
recognize more fully the intersection points of arguments from different fields of
education that share the quest to prepare teachers to be committed and able to provide an
equitable and excellent education to all children.
B. Methods
This presentation will be organized so that the discussion of the research and its
relevancy to teacher education and the education of all students is clear. The use of
overheads or a powerpoint presentation will include key components of the research
findings, conclusions, and implications. Vivid examples from the classrooms of these
teachers and quotes from their transcripts will provide powerful examples of “sites of
possibility” for all children in general education classrooms.
3


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