Research and Presentations

Research

Bondie, R. Uzun, M. & Cho, S. (April, 2014). What is the value of higher education teacher preparation in alternative certification programs? Philidelphia, PA: American Educational Research Association Annual Meeting. 

This study will serve as a baseline to monitor changes in candidate self-reported efficacy in teaching students with disabilities from before to after program restructuring through Project REACH. Findings from this quantative study using survey data suggest that candidates in our general education program have significantly lower efficacy toward teaching students with disabilities than students in our dual certification and single certification in special education programs. Although the sample size was small, the study supports the need for Project REACH course improvements to increase all candidates abilities to serve students with disabilities.

Paper AERA Annual Meeting 2013, San Francisco

Bondie, R., Zusho, A., & George M. (2012). Making Differentiated Instruction Sustainable through Online Self-regulated Learning and Structured Choice. This mixed method case study examined the use of self-regulated differentiated instruction (DI) through an online platform with eighty-one candidates in a dual certification (general and special education) masters-level teacher preparation program. San Francisco, CA: American Educational Research Association.

Abstract

This mixed method case study examined the use of self-regulated differentiated instruction (DI) through an online platform with eighty-one candidates in a dual certification (general and special education) masters-level teacher preparation program. Data included pre-post course surveys measuring motivation to implement DI and self-regulated learning strategies, trace data from an online structured learning choice assignment, performance on standards-based course assignments, and reflections on shifts in beliefs about teaching and learning. Quantitative analysis indicated that candidates’ efficacy ratings to differentiate instruction and support students with learning disabilities increased significantly over the semester, as did intentions to implement mastery-oriented instruction. Qualitative data generally confirmed the quantitative results and revealed shifts in underlying beliefs that support implementation of DI.

Presentations

Teacher Education Division, Council for Exceptional Children

OSEP Project Director’s Conference July 2013

Bondie, R. and Cho, S. (2013). Technology Tools to Measure Use of Evidenced-Based Practices and Impact on K-12 Student Learning. OSEP Project Director’s Conference. Washington, D.C.

George, M., Bolgatz, J., and Bondie, R. (October, 2013). Journeying Towards Clinically-Rich Teacher Preparation: Possibilities and Challenges of Field-Based Graduate Education Coursework. Skills and Data: Driving Excellence in Teacher and School Leader Preparation. Saratoga Springs, New York: New York State Association of Teacher Educators (NYSATE) and New York Association of Colleges for Teacher Education (NYACTE).

Faculty members from Fordham University’s adolescence education programs will describe their experience planning, implementing, and evaluating a clinically rich
teacher education module with partners in public middle and high schools in New York City. A semester-long pilot served as a springboard for a successful application to NYSED for a two-year Graduate Level Clinically Rich Teacher Preparation Pilot Program. Presenters will describe the challenges and lessons learned from the initial pilot program and will share details from the ongoing program funded by NYSED and faculty professional development support from OSEP 325T grant, Project REACH.

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