Wednesday, March 13, 2013

Article: Teacher time use with methods....

Today, the article that I found related back to time use within Special Education classrooms. Special Education Teacher Time Use in Four Types of Programs by authors Kimberly J. Vannest, Shanna Hagan-Burke, et al... is an academic journal that I had come across. The article I found was on EBSCOhost, and this is the webpage that linked to the short, thirteen page article I was looking at. The article did a studey on about twenty four different schools within a neighboring area, and looked for different methods that the special education teachers used throughout their teaching.

The article also went onto explain the differences in the samples of teachers taken from the schools. There were 31 in total, and had 24 females, the rest being males. Also, the teachers needed to meet specific requirments within the study, such as being a certified Special Education Teacher, as well as working full time with individuals in high incidence disabilities categories. The study goes on to display charts throughout it's research to support the data that was being found.

Some of the main points within this article is that it displays the differences among the multiple classroom methods that some of the teachers are working in. It goes over to explain the Resource Classrooms, Adaptive Behavior Classrooms, Co-teaching, and Content Mastery Classroom. The article explains in further detail different methods that were used to evaluate and study the differences teachers used within these types of classrooms in order to allow for effective teaching time and strategies. There are ten types in total that most of the teachers displayed throuout a school day, some of them include: Special Education assessment, State-Mandated assessment, and Academic Instruction.

The study goes on to clarify the differences and the conclusion of the research that had been taken. Although they give a lot of images and supportive data analysis to back up their findings, there are still some slightly 'loose' fitting ideas. From what I came to understand within the article's ending though, was that they had found the research to be a success in seeing the different types of methods and how the assessment process worked alongside one another. A lot of the research concluded that  there appeared to be a well developed organization among the teachers' use of classroom resources, and that their were only really issues with the different tests that were administered to their students. Some of the limitations of the study found that some of the teachers may not have accuratly recorded their own data, or that it was a possibility that maybe some of the students should have been re-evaluated for the critiria required to become involved with special education.

Overall, the article was interesting, and I enjoyed reaching about the different findings of how these four different teaching classrooms used different assessments over multiple fields of time to gather research. By different fields of time, it is meant that some were studied over the course of a year-long progress, and others were seen only to last as long as a semester.

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