School-university partnerships have been among the most frequently recommended approaches to educational reform. From the university perspective, the goal of these partnerships is to bridge the disconnect between what teacher candidates are taught in on-campus courses and what they implement in P-12 settings with students. This study describes the impact of a literacy strategies course taught at a local public school that includes special education teacher candidates working with students with Emotional Behavioral Disorders (EBD) on literacy strategies that are taught in the classroom portion of the course. Within the framework of the course, participating students with EBD receive 45 minutes of small group literacy strategy instruction from special education teacher candidates each week as they implement the instructional strategies taught in the course. Resulting data relating to the impact of the participating students with EBD include growth on curriculum-based measures of reading comprehension. The results also show that EBD student participation in the reading strategies activities increased over time as relationships were formed with the teacher candidates. Data on the impact on teacher candidate growth include positive ratings on course evaluations on the school-based literacy strategies course when compared to sections of the same course taught on the college campus and the results of a questionnaire given to teacher candidates at the conclusion of the semester that show the positive impact of the course on their professional growth as well as their attitudes toward students with EBD.
Stephen Wills, Georgia College & State University, United States
Stream: Education & Difference: Gifted Education
This paper is part of the IICEHawaii2019 Conference Proceedings (View)
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