Details

Autor(en) / Beteiligte

• D'Amico, Mark M.
• Algozzine, Bob
• Algozzine, Karen M.
• Correa, Vivian I.
• Muharib, Reem

Titel

Content-driven Faculty Development in Community College Early Childhood Education Programs

Ist Teil von

• Community college journal of research and practice, 2019-01, Vol.43 (1), p.74-79

Ort / Verlag

Washington: Routledge

Erscheinungsjahr

2019

Quelle

Taylor & Francis 数据库

Beschreibungen/Notizen

• Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.