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UCCS Special Workshop: "Are Teachers Prepared to Teach Students with Learning Disabilities?"

Professor Michael Gottfried, Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara; Ethan Hutt, Assistant Professor of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park
  • UCCS Special Workshop: "Are Teachers Prepared to Teach Students with Learning Disabilities?"
  • 2018-12-06T15:00:00-08:00
  • 2018-12-06T16:30:00-08:00
  • Professor Michael Gottfried, Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara; Ethan Hutt, Assistant Professor of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park
When
Dec 06, 2018 from 03:00 PM to 04:30 PM (America/Los_Angeles / UTC-800)
Where
1130 K Street, Room LL3
Contact Name
Contact Phone
(916) 445-5161
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Including students with learning disabilities (SWLDs) in general education classrooms is a statewide priority. Consequently, now more than ever, California's teacher education programs face increased responsibility to ensure newly-graduating general education teachers receive adequate preparation to educate SWLDs. Little has been established about whether this is the case. We explored this issue by surveying all graduating teachers from the 17-18 class, across all of the UC schools. We investigated how qualities of teacher preparation programs related to teacher graduates’ perceptions of their preparation to educate SWLDs. Graduates reported feeling more prepared for disability policies if they believed their program was cohesive in its goals and expectations. The results were mainly driven by elementary school teacher graduates rather than secondary school teacher graduates. We discuss policy implications.

Michael Gottfried is an Associate Professor in the Gevirtz Graduate School of Education at the Gottfried PhotoUniversity of California Santa Barbara. His research focuses on absenteeism, schooling context, and STEM with an interest in disabilities running through all of these areas. He has served as PI on grants focusing on schooling context and outcomes specifically for elementary school students (NSF, AERA/NSF, NIH/NICHD R03, Foundation for Child Development, Stuart Foundation, Spencer Foundation). He has published work in the American Educational Research Journal, Educational Evaluation and Policy Analysis, Teachers College Record, Education Finance and Policy, American Journal of Education, Elementary School Journal, among others. In 2016, he released a co-edited book on educational policy with Harvard Education Press. Michael is on the Editorial Board of American Educational Research Journal and Educational Evaluation and Policy Analysis. He holds a PhD and MA in Applied Economics from the University of Pennsylvania, and a BA in Economics from Stanford University.

Ethan Hutt is an Assistant Professor of Teaching and Learning, Policy and Leadership at the Hunt PhotoUniversity of Maryland, College Park. His research focuses on the historical relationship between quantification, education policy, and the law. In particular, Hutt’s work focuses on the numbers and metrics that are used to describe, define, and regulate American school systems and asks: Where did these numbers—whether grades, test scores, value-added measures - come from? How did they become central to the work of schools? How did they gain and maintain their legitimacy? What effects have they had for how we think about what schools can (and should) do? In pursuing these questions Hutt’s research has explored the history of the GED, grading practices, standardized test use, value-added measures, and longitudinal datasets. His work has been published in a wide variety of venues including Social Science History, Teachers College Record, Teaching and Teacher Education, and the Virginia Law Review.

Discussant: Margarita Jimenez-Silva Margarita Jimenez-Silva is an Associate Professor and Jimenez Silva Photodirector of teacher education at the School of Education in University of California, Davis. Her research focuses on  preparing and supporting teachers to work with culturally and linguistically diverse learners, especially in addressing emergent bilinguals’ linguistic and academic content development. More specifically, her research strands include teacher education pedagogy and curriculum, educational policy, and family/community engagement. Her research has been published by journals such as Harvard Educational Review, Childhood Education, and the Journal of Research on Childhood Education. 

 

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