Engaging preservice teachers in interdisciplinary collaboration and intervention in a reading clinic setting

References

• Angelides, P., Stylianou, T., & Leigh, J. (2007). The efficacy of collaborative networks in preparing teachers. European Journal of Teacher Education, 30(2), 135–149. https://doi.org/10.1080/02619768.2016.1225717
   Google Scholar
• Averill, O. H., & Rinaldi, C. (2013). Research brief: Multi-tier system of supports. Urban Special Education Leadership Collaborative.
   Google Scholar
• Bader, L. A., & Wiesendanger, K. D. (1986). University based reading clinics: Practices and procedures. The Reading Teacher, 39(7), 698–702.
   Web of Science ®Google Scholar
• Barrio, B. L., Lindo, E. J., Combes, B. H., & Hovey, K. A. (2015). Ten years of response to intervention: Implications for general education teacher preparation programs. Action in Teacher Education, 37(2), 190–204. https://doi.org/10.1080/01626620.2015.1004603
   Google Scholar
• Bates, G. (1984). Profile of university-based reading clinics: Results of a U.S. survey. Journal of Reading, 27(6), 524–529. https://doi.org/10.1080/02702711.2011.639436
   Google Scholar
• Bean, R., & Lillenstein, J. (2012). Response to intervention and the changing roles of schoolwide personnel. The Reading Teacher, 65(7), 491–501. https://doi.org/10.1002/TRTR.01073
   Web of Science ®Google Scholar
• Bevans, J. G. (2004). A study to determine the status and features of reading clinics that serve elementary students in teacher education institutions in the state of Ohio [Electronic Thesis or Dissertation]. https://etd.ohiolink.edu/
   Google Scholar
• Blackburn, B. R., & Witzel, B. S. (2018). Rigor in the RTI and MTSS classroom: Practical tools and strategies. Taylor & Francis. https://doi.org/10.4324/9781315639406
   Google Scholar
• Blanton, L. P., & Pugach, M. C. (2007). Collaborative programs in general and special teacher education. Council of Chief State School Officers. http://programs.ccsso.org/content/pdfs/CPGSTE%20Action%20Guide%20PDF%20Final.pdf
   Google Scholar
• Bush, A., & Grothohann, N. (2020). The impact of a long-term internship on pre-service teacher collaboration. Journal of Innovation in Psychology, Education and Didactics, 24(1), 7–24.
   Google Scholar
• Carter, N., Prater, M. A., Jackson, A., & Marchant, M. (2009). Educators’ perceptions of collaborative planning processes for student with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 54(1), 60–70. https://doi.org/10.3200/PSFL.54.1.60-70
   Google Scholar
• Cartledge, G., & Kourea, L. (2008). Culturally responsive classrooms for culturally diverse students with and at risk for disabilities. Exceptional Children, 74(3), 351–371. https://doi.org/10.1177/001440290807400305
   Web of Science ®Google Scholar
• Collinson, V., & Cook, T. F. (2001). I don’t have enough time: Teachers’ interpretations of time as a key to learning and school change. Journal of Educational Administration, 39(3), 266–281. https://doi.org/10.1108/09578230110392884
   Google Scholar
• Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20(1), 1–8. https://doi.org/10.1080/10474410903535398
   Web of Science ®Google Scholar
• Council for Exceptional Children. (2015). What every special educator must know: Professional ethics & standards. https://exceptionalchildren.org/sites/default/files/2020-07/Standards%20for%20Professional%20Practice.pdf
   Google Scholar
• Coyne, M. D., Oldham, A., Dougherty, S. N., Leonard, K., Koriakin, T., Gage, N. A., Blanton, L. P., & Pugach, M. C. (2007). Collaborative programs in general and special teacher education: An action guide for higher education and state policy makers. Council of Chief State School Officers. http://programs.ccsso.org/content/pdfs/CPGSTE%20Action%20Guide%20PDF%20Final.pdf
   Google Scholar
• Crafton, L., & Kaiser, E. (2011). The language of collaboration: Dialogue and identity in teacher professional development. Improving Schools, 14(2), 104–116. https://doi.org/10.1177/1365480211410437
   Google Scholar
• Ehren, B. J. (2013). Expanding pockets of excellence in RTI. The Reading Teacher, 66(6), 449–453. https://doi.org/10.1002/TRTR.1147
   Web of Science ®Google Scholar
• Fowler, S. A., Coleman, M. R. B., & Bogdan, W. K. (2019). The state of the special education profession survey report. Teaching Exceptional Children, 52(1), 8–29. https://doi.org/10.1177/0040059919875703
   Web of Science ®Google Scholar
• Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Pearson.
   Google Scholar
• Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction and why is it important? Teaching Exceptional Children, 46(4), 13–18. https://doi.org/10.1177/0040059914522966
   Google Scholar
• Fullan, M., & Hargreaves, A. (1992). What’s worth fighting for in your school: Working together for improvement. Open University Press.
   Google Scholar
• Gardiner, W., & Robinson, K. S. (2009). Paired field placements: A mean for collaboration. The New Educator, 5(1), 81–94. https://doi.org/10.1080/1547688X.2009.10399565
   Google Scholar
• Gardiner, W., & Robinson, K. S. (2011). Peer field placements with preservice teachers: Negotiating the challenges of professional collaboration. The Professional Educator, 35(2), 1–11.
   Google Scholar
• Gersten, R., Haymond, K., Newman-Gonchar, R., Dimino, J., & Jayanthi, M. (2020). Metaanalysis of the impact of reading interventions for students in the primary grades. Journal of Research on Educational Effectiveness, 13(2), 401–427. https://doi.org/10.1080/19345747.2019.1689591
   Web of Science ®Google Scholar
• Gomez-Najarro, J. (2020). An empty seat at the table: Examining general and special education teacher collaboration in response to intervention. Teacher Education and Special Education, 43(2), 109–126. https://doi.org/10.1177/0888406419850894
   Web of Science ®Google Scholar
• Hamilton-Jones, B., & Vail, C. O. (2014). Preparing special educators for collaboration in the classroom: Preservice teachers’ beliefs and perspectives. International Journal of Special Education, 29(1), 76–86.
   Google Scholar
• Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell.
   Google Scholar
• Harris, K. C., Brannies, J., Dale, A., Fletcher, A., Pinotti, S., Ziemba, R., & Ruef, M. B. (2011). The role of collaboration in developing the cultural sensitivity of preservice special education candidates. In E. D. McCray, P. A. McHatton, & C. L. Beverly (Eds.), Knowledge, skills, and dispositions for culturally competent and interculturally sensitive leaders in education (pp. 176–200). Teacher Education Division of the Council for Exceptional Children, Diversity Caucus.
   Google Scholar
• Harvey, M. W., Yssel, N., Bauserman, A., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31(1), 24–33. https://doi.org/10.1177/0741932508324397
   Web of Science ®Google Scholar
• Harvey, M. W., Yssel, N., & Jones, R. E. (2015). Response to Intervention preparation for preservice teachers: What is the status for Midwest institutions of higher education. Teacher Education and Special Education, 38(2), 105–120. https://doi.org/10.1177/0888406414548598
   Web of Science ®Google Scholar
• Hawkins, R. O., Kroeger, S. D., Musti-Rao, S., Barnett, D. W., & Ward, J. E. (2008). Preservice training in response to intervention: Learning by doing an interdisciplinary field experience. Psychology in the Schools, 45(8), 745–762. https://doi.org/10.1002/pits.20339
   Web of Science ®Google Scholar
• Hoover, J. J. (2012). Reducing unnecessary referrals: Guidelines for teachers of diverse learners. Teaching Exceptional Children, 44(4), 38–47. https://doi.org/10.1177/004005991204400404
   Google Scholar
• Hurlbut, A. R., & Tunks, J. (2016). Elementary preservice teachers’ experiences with Response to Intervention. Teacher Education Quarterly, 43(3), 25–48.
   Google Scholar
• International Literacy Association. (2013). Response to intervention: Guiding principles for educators from the international reading association. https://literacyworldwide.org/docs/default-source/where-westand/rtibrochure.pdf
   Google Scholar
• International Literacy Association. (2017). Standards for the preparation of literacy professionals. ILA. https://literacyworldwide.org/get-resources/standards/standards-2017
   Google Scholar
• Jortveit, M., & Kovac, V. B. (2021). Co-teaching that works: Special and general educators perspectives on collaboration. Teaching Education, 33(3), 286–300. https://doi.org/10.1080/10476210.2021.1895105
   Web of Science ®Google Scholar
• Knight, R. (2017). The subject and the setting: Re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses. Teachers and Teaching, 23(7), 843–858. https://doi.org/10.1080/13540602.2017.1334642
   Web of Science ®Google Scholar
• Leko, M. M., Brownell, M. T., Sindelar, P. T., & Murphy, K. (2012). Promoting special education teacher expertise. Focus on Exceptional Children, 44(7), 1–16. https://doi.org/10.17161/foec.v44i7.6684
   PubMed Web of Science ®Google Scholar
• Leonard, K. M., Coyne, M. D., Oldham, A. C., Burns, D., & Gillis, M. B. (2019). Implementing MTSS in beginning reading: Tools and systems to support schools and teachers. Learning Disabilities Research & Practice, 34(2), 110–117. 10.1111/ldrp.1219
   Web of Science ®Google Scholar
• Lingo, A. S., Barton-Arwood, S. M., & Jolivette, K. (2011). Teachers working together: Improving learning outcomes in the inclusive classroom—Practical strategies and examples. Teaching Exceptional Children, 43(3), 6–13. https://doi.org/10.1177/004005991104300301
   Google Scholar
• Lortie, D. (1975). School teacher: A sociological study. University of Chicago Press.
   Google Scholar
• Manouchehri, A. (2002). Developing teaching knowledge through peer discourse. Teaching and Teacher Education, 18(6), 715–737. https://doi.org/10.1016/S0742-051X(02)00030-6
   Web of Science ®Google Scholar
• McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for reading instruction (3rd Ed.). Guilford Press.
   Google Scholar
• McKenzie, R. G. (2009). A national survey of pre-service preparation for collaboration. Teacher Education and Special Education, 32(4), 379–393. https://doi.org/10.1177/0888406409346241
   Google Scholar
• Mesmer, E. M., & Mesmer, H. A. E. (2008). Response to Intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280–290. https://doi.org/10.1598/RT.62.4.1
   Web of Science ®Google Scholar
• Murawski, W. W., & Hughes, C. E. (2009). Response to intervention, collaboration, and coteaching: A logical combination for successful systemic change. Preventing School Failure: Alternative Education for Children and Youth, 53(4), 267–277. https://doi.org/10.3200/PSFL.53.4.267-277
   Google Scholar
• National Board of Professional Teaching Standards. (2016a). Early childhood generalist standards (3rd ed.). http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf
   Google Scholar
• National Board of Professional Teaching Standards. (2016b). Middle childhood generalist standards (3rd ed.). http://www.nbpts.org/wp-content/uploads/MC-GEN.pdf
   Google Scholar
• Parker, A., Alvarez McHatton, P., Allen, D., & Rosa, L. (2010). Dance lessons: Preparing preservice teachers for coteaching partnerships. Action in Teacher Education, 32(1), 26–38. https://doi.org/10.1080/01626620.2010.10463540
   Google Scholar
• Pletcher, B. C., Robertson, P. M., & Sullivan, M. (2019). A current overview of ten university-based reading clinics. Reading Horizons, 58(3). https://scholarworks.wmich.edu/reading_horizons/vol58/iss3/2/
   Google Scholar
• Prasse, D. P., Breunlin, R. J., Giroux, D., & Hunt, J. (2012). Embedding multi-tiered system of supports/response to intervention into teacher preparation. Learning Disabilities: A Contemporary Journal, 10(2), 75–93.
   Google Scholar
• Pugach, M. C., & Wesson, C. L. (1995). Teachers’ and students’ views of team teaching of general education and learning-disabled students in two fifth-grade classrooms. The Elementary School Journal, 95(3), 279–295. https://doi.org/10.1086/461803
   Google Scholar
• Pugach, M. C., & Peck, C. (2016). Dividing practices: Preservice teacher quality assessment and the (Re)production of relations between general and special education. Teacher Education Quarterly, 43(3), 3–23.
   Google Scholar
• Reutzel, D. R., & Cooter, R. B.Jr. (2019). Strategies for reading assessment and instruction: Helping every child succeed. Pearson.
   Google Scholar
• Robertson, P. M., García, S. B., & Rodriguez, H. M. (2016). Walking the talk: Collaborative preparation of bilingual and special educators to serve English language learners. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(2), 3–21. https://doi.org/10.5555/1547-1888.16.2.3
   Google Scholar
• Robinson, G. G., Bursuck, W. D., & Sinclair, K. D. (2013). Implementing RTI in two rural elementary schools: Encouraging beginnings and challenges for the future. The Rural Educator, 34(3), 1–9.
   Google Scholar
• Rytivaara, A., Pulkkinen, J., & Palmu, L. (2021). Learning about students in co-teaching teams. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1878299
   Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33(1), 8–24. https://doi.org/10.1177/0888406409358593
   Google Scholar
• Solís, M., Scammacca, N., Barth, A. E., & Roberts, G. J. (2017). Text-based vocabulary intervention training study: Supporting fourth-graders with low reading comprehension and learning disabilities. Learning Disabilities–A Contemporary Journal, 15(1), 103–115.
   Google Scholar
• Stahl, K. A. D., Flanigan, K., & McKenna, M. C. (2019). Assessment for reading instruction (4th Ed.). Guilford Press.
   Google Scholar
• TESOL International Association. (2019). Standards for initial TESOL Pre-K-12 teacher preparation programs. https://www.tesol.org/advance-the-field/standards/tesol-caepstandards-for-p-12-teacher-education-programs
   Google Scholar
• Van Garderen, D., Stormont, M., & Goel, N. (2012). Collaboration between general and special educators and student outcomes: A need for more research. Psychology in the Schools, 49(5), 483–497. https://doi.org/10.1002/pits.21610
   Web of Science ®Google Scholar
• Wanzek, J., Petscher, Y., Al Otaiba, S., & Donegan, R. E. (2019). Retention of reading intervention effects from fourth to fifth grade for students with reading difficulties. Reading & Writing Quarterly, 35(3), 277–288. https://doi.org/10.1080/10573569.2018.1560379
   Web of Science ®Google Scholar
• Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2016). Metaanalyses of the effects of Tier 2 type reading interventions in Grades K–3. Educational Psychology Review, 28(3), 551–576. https://doi.org/10.1007/s10648-015-9321-7
   PubMed Web of Science ®Google Scholar
• Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23(8), 889–912. https://doi.org/10.1007/s11145-009-9179-5
   PubMed Web of Science ®Google Scholar
• Weiss, M. P., Pellegrino, A., & Brigham, F. J. (2017). Practicing collaboration in teacher preparation: Effects of learning by doing together. Teacher Education and Special Education, 40(1), 65–76. https://doi.org/10.1177/0888406416655457
   Web of Science ®Google Scholar
• Young, K. S. (2011). Institutional separation in schools of education: Understanding the functions of space in general and special education teacher preparation. Teaching and Teacher Education, 27(2), 483–493. https://doi.org/10.1016/j.tate.2010.10.001
   Web of Science ®Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671
   Web of Science ®Google Scholar