2_19_2019_The Children Come Full.docx

TEACHING Exceptional Children

Educational Testing Service, 2016

The purpose of this study is to explore the validity evidence supporting the high-leverage practices (HLPs) of the ETS ® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. HLPs include "tasks and activities that are essential for skillful beginning teachers to understand, take responsibility for, and be prepared to carry out in order to enact their core instructional responsibilities" (Ball & Forzani, 2009, p. 504). We accumulated relevance, importance, and frequency judgments of 20 HLPs from 569 practitioners in the field (385 teachers and 184 college faculty) verifying the necessity of these competencies for elementary school teachers first entering the teaching profession. Implications for the performance components of the NOTE assessment series are discussed.

Remedial and Special Education, 2019

This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

DergiPark (Istanbul University), 2020

In recent years, there has been renewed interest in practice-based teacher education around the enactment of high leverage practices. However, there is little research detailing the perceptions of faculty members who must implement such programmatic shifts. Furthermore, researchers and educators alike continually call for a consistent language in teacher education. This qualitative study analyzed surveys from 13 faculty and staff members, and included interview data from seven of these participants to understand better teacher educators' beliefs and prior work related to this line of inquiry. Initial results suggest that despite practical concerns, participants were optimistic about high leverage practices. Furthermore, in contrast to deficiency narratives about teacher education, participants articulated sophisticated teacher preparation methods along these lines. Participants also desired programmatic coherence. Implications for this study are that program revisions to acquire programmatic change should emanate from a bottom-up process that honors the work faculty members are already doing.

Journal of Teacher Education, 2020

Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.

2007

The past few years have seen the emergence of a distinct literature concerned with the pedagogy of finance. One area of particular interest is the effective teaching of the concept of financial leverage. This paper presents an overview of some considerations pertaining to the initial presentation of financial leverage to the undergraduate business student. The paper begins by providing a review of the most common teaching approaches as evidenced by prominent introductory finance textbooks. Next, an alternative streamlined initial presentation is discussed which can serve as an effective “hook” when the concept of financial leverage is presented.

The FATE Journal, 2019

Review of the "High-Leverage Practices in Special Education" by J. McLesky et al. http://www.fate1.org/journals/FATE-Journal-4.1.pdf

Remedial and Special Education, 2019

School–university partnerships have served as possible solutions for many contemporary educational challenges. As centers for clinical practice, they are potential vehicles for the development and refinement of candidate use of high-leverage practices (HLPs). This article describes our institution’s efforts to utilize our framework for clinically rich preparation to infuse HLPs into programming for undergraduate, dual-certification majors (i.e., general and special education). With the goal of program revision, general and special education faculty mutually agreed on a draft set of HLPs, which were finalized based on extensive feedback from school partners. To assess the viability of these collaboratively crafted HLPs, a subset of HLPs were identified and integrated into course content and clinical experiences during a pilot project. We highlight these learning experiences; discuss organizational, pedagogical, and empirical challenges; and offer general recommendations for next steps.

Foreign Language Annals, 2015

In response to the ACTFL's Research Priorities Initiative, the present study used a multiple case study design to examine teacher candidates' ability to implement two high-leverage teaching practices: increasing interaction and target language comprehensibility and questioning to build and assess student understanding. Candidates implemented these practices in K-12 foreign language classrooms following a practice-based methodology course. Findings revealed that candidates could more easily translate some aspects of practice to the field site than others. Generally, teacher candidates scored better on aspects of practice for which they were able to plan and practice than on those that required them to vary from their lesson plans or make in-themoment decisions. Teacher candidates struggled the most with aspects of practice that involved sustaining meaningful interaction with students.

Journal of Special Education Preparation

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of ...