A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project
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| Title: | A School System and University Approach to Reducing the Research to Practice Gap in Teacher Education: A Collaborative Special Education Immersion Project |
|---|---|
| Language: | English |
| Authors: | Grima-Farrell, Christine R., Long, Jan, Bentley-Williams, Robyn, Laws, Cath |
| Source: | Australian Journal of Teacher Education. May 2014 39(5). |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Theory Practice Relationship, Teacher Education, Inclusion, Special Education, Education Work Relationship, Feedback (Response), Interprofessional Relationship, Preservice Teachers, Qualitative Research, Case Studies, Student Surveys, Semi Structured Interviews, Interpersonal Communication, Mentors, Partnerships in Education, College School Cooperation, Undergraduate Students |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 |
| Abstract: | This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective. By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and the workplace, the length of projects, timely and relevant feedback with a congruence of purpose and positive professional relationships. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2014 |
| Accession Number: | EJ1017651 |
| Database: | ERIC |
| Abstract: | This research is a response to the call for more effective practice based knowledge on ways to build inclusive cultures that assist the translation of research-to-practice. It reports on the factors identified in literature as being significant to the successful translation of research-to-practice and seeks to identify important sources of influence from an undergraduate teacher perspective. By investigating a collaborative school system and university generated Special Education Immersion Project, specifically designed for undergraduate teachers, a number of factors are presented as contributors to the gap between research and practice. They include the importance of linkages between teacher preparation programs and the workplace, the length of projects, timely and relevant feedback with a congruence of purpose and positive professional relationships. |
|---|---|
| ISSN: | 0313-5373 |
