Introduction to the Special Issue: Teacher Educators for Children With Behavior Disorders (TECBD) Conference on Severe Behavior Disorders of Children and Youth

2017 ◽  
Vol 40 (4) ◽  
pp. 429-433
Author(s):  
Wendy Peia Oakes ◽  
Sarup R. Mathur ◽  
Heather Griller Clark ◽  
Eric Alan Common
Keyword(s):  
Behavior Disorders ◽  
Teacher Educators ◽  
Children And Youth ◽  
Special Issue

Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference

2019 ◽  
Vol 42 (4) ◽  
pp. 443-446
Author(s):  
Sarup R. Mathur ◽  
Wendy Peia Oakes ◽  
Heather Griller Clark ◽  
Eric Alan Common
Keyword(s):  
Behavior Disorders ◽  
Teacher Educators ◽  
Special Issue

Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference

2018 ◽  
Vol 41 (4) ◽  
pp. 399-403
Author(s):  
Sarup R. Mathur ◽  
Wendy Peia Oakes ◽  
Heather Griller Clark ◽  
Eric Alan Common
Keyword(s):  
Behavior Disorders ◽  
Teacher Educators ◽  
Special Issue

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

Harambee: Pulling it All Together

2017 ◽  
Vol 119 (1) ◽  
pp. 1-6
Author(s):  
Adrienne D. Dixson ◽  
Gloria Ladson-Billings
Keyword(s):  
Teacher Educators ◽  
Culturally Relevant ◽  
Future Research ◽  
Special Issue ◽  
Research Directions ◽  
The Future ◽  
Future Research Directions ◽  
Common Understanding

The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.

scholarly journals White Multicultural Voices in Southern Universities: An Overview

2015 ◽  
Vol 10 (2) ◽  
pp. 143-147
Author(s):  
Gina M. Doepker ◽  
Steven Chamberlain
Keyword(s):  
Public Education ◽  
Teacher Educators ◽  
Personal Narratives ◽  
The United States ◽  
Student Population ◽  
Special Issue ◽  
Learning And Teaching ◽  
Diverse Student ◽  
Southern Universities ◽  
Diverse Student Population

AbstractIt is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) must first embrace the tenets of multiculturalism as well. This article introduces the Special Issue of Muticultural Learning and Teaching (MLT) that presents the personal narratives regarding multiculturalism of several White scholars in academia who currently work in the field of teacher education in southern universities where diversity abounds throughout the schools.

A Profile of Teacher Educators and the Future of Their Personnel Preparation Programs for Serving Visually Handicapped Children and Youth

1989 ◽  
Vol 83 (3) ◽  
pp. 150-155 ◽  
Author(s):  
R.K. Sllberman ◽  
A.L. Corn ◽  
V.M. Sowell
Keyword(s):  
Teacher Educators ◽  
Faculty Members ◽  
Children And Youth ◽  
Teacher Education Programs ◽  
Full Time ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Handicapped Children ◽  
The Future ◽  
Visually Handicapped

A survey of current existing university programs in 1987–1988 that prepare personnel to serve visually handicapped children and youth was sent to all known programs in the mainland United States. Thirty-eight full-time faculty members from 27 universities in 16 states responded to the questionnaire. Data revealed that the future of these programs is at risk, resulting in a shortage of appropriately prepared teachers. Implications are discussed in terms of the current national shortage of teachers of the visually handicapped, the tenuous support for teacher education programs, current levels of funding, and a variety of other factors.

Childhood Behavior Disorders and Injuries Among Children and Youth: A Population-Based Study

PEDIATRICS ◽  
2003 ◽  
Vol 111 (2) ◽  
pp. 262-269 ◽  
Author(s):  
J. C. Brehaut ◽  
A. Miller ◽  
P. Raina ◽  
K. M. McGrail
Keyword(s):  
Behavior Disorders ◽  
Population Based ◽  
Children And Youth ◽  
Childhood Behavior ◽  
Population Based Study
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