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Research

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Foley, B., Castillo, K. & Kelly, K. (April 27, 2013) Clinical Teaching as Professional Development for Educational Technology: Thrown Into the Digital Deep End. Paper presented at the American Educational Research Association Meeting 2013, San Francisco, CA

Abstract

Much has been written about the value of clinical teaching experiences for teachers. This paper reports on a clinical teaching effort designed to help teachers learn to integrate cloud based computing into science classed (an instructional model called Computer Supported Collaborative Science, CSCS). A team of eight teachers was asked to teach a summer school class using CSCS and a specially designed curriculum. In addition to the class, teachers participated in daily reflection and planning meetings and kept a journal of their experiences. The experience was a challenge but provided a powerful learning experience for the teachers who became enthusiastic about the curriculum. The transfer from the clinical teaching to the regular classes proved to still be a challenge for teachers.

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Burstein, J. H. (2007). Down from the tower into the trenches: Redefining the role of       professor-in-residence in one professional development school. University-School             Partnerships, 1(2), 66-75.
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Chen, D., Klein, M.D, & Minor, L. (2009). Interdisciplinary perspectives in early intervention.Professional development in multiple disabilities through distance education. Infants & Young Children,22. 146-155.

Abstract

This article reviews the research on professional development of early intervention service providers. It examines the effectiveness of distance education methods to provide a three unit course that addressed home visiting, parent-child communication, sensory processing disorders, physical disabilties development, visual impairments, hearing loss, and embedding objectives within daily routines.

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Burstein, J.H. (2009). Do as I Say and Do as I Do: Using the Professor-in-Residence Model in Teaching Elementary Social Studies Methods.  The Social  Studies. 121-127 
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Murawski, W.W., & Lochner, W.W. (2011). Observing co-teaching: What to look for, listen for, and ask for. Intervention in School and Clinic, 46(3), 174-183.

Abstract

Schools are becoming more inclusive in nature and many students with disabilities are having their needs met in the general education classrooms. Co-teaching is a service delivery option for meeting those needs. However, many administrators and supervisors do not have the skills or background for knowing how to observe and collect feedback. This article provides supervisors with clear guidelines on what to look for, listen for, and ask for to improve co-teaching outcomes.

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