Search results

This chapter explores the concept and application of learner-centered leadership. The exploration of learner-centered leadership requires rethinking the purposes and actions of school leaders, and its application implies new knowledge and skills for aspiring administrators and new models for professional development for those already on the job. The chapter explores foundational concepts on leadership and their application to a U.S. Department of Education funded project on administrator preparation and professional development.

Although a great deal has been written about the challenges and opportunities for collaboration between librarians and professors in higher education, most recommendations for faculty–library collaboration are written by librarians, published in librarian-oriented venues, and rely on second-hand accounts of professorial perceptions and experiences. Dialogue between librarians and professors is missing. In this chapter, the authors present a duoethnographic inquiry into a librarian–professor collaboration: the authors collaboratively examine their four years working together on the senior seminar course “Small Business Management” at Acadia University, Canada. In considering the evolution of their course and their collaboration, the authors reflect on six dimensions of their experiences: the way their collaboration has shaped the course learning outcomes, the value the authors have derived from collaboratively reflexive teaching, the workload tensions the authors have navigated, the challenge of “fitting in,” and the role of library champion. The authors then conclude with four insights from their professorial–librarian collaboration that might be transferable to other contexts of higher education: the importance of openness, collegiality, time for collaboration, and attention to the cultural gaps between professorship and librarianship.

We have witnessed, over the past century, an evolution in the manner in which students with disabilities are educated. Indeed, the quality of education students with special needs receive, in many ways, may be more aptly termed a revolution – from a legal and pedagogical perspective. The tremendous strides special education has made during this period of time has resulted in the current situation in which students with special needs are placed in the least restrictive environment, which often is an inclusive classroom in which general education and special education teachers work together in a collaborative, co-teaching environment. This chapter traces the events, legislation, and court cases that provide the historical context for this situation. In addition, models and essential components of co-teaching are examined, as well as the roles and requisite skills of general education and special education co-teachers. Of critical importance, in the success of co-teaching, is the need for special education and general education teachers to approach the curriculum planning and instructional processes in a collaborative and cooperative manner in order to achieve optimum results from the resulting co-teaching partnership. Finally, the assessment of special education and general education co-teaching efficacy is discussed, specifically through the use of three assessment rubrics used to evaluate co-teaching, co-planning, and co-assessment.

The expertise in the fields of science and special education are being blended in today's classrooms as a result of all students being expected to meet state standards. Having high standards can be positive, yet for many science and special educators finding ways to blend the expertise of these two fields has not been clearly defined. This chapter provides an overview of the status of both fields, as well as providing specific ideas related to the changes that need to occur for a more blended approach to instruction. The chapter concludes with an example of a co-taught lesson using the 5E Learning Cycle as well as future directions for these two fields to work together to meet the needs of all students.