Marleen C Pugach
Datos Biográficos
| ID | 1603586 |
|---|---|
| NOMBRE | Marleen C Pugach |
| NOMBRES | Marleen C |
| APELLIDO | Pugach |
| FIRMA | PUGACH M C |
| AFILIACIONES | University of Wisconsin–Milwaukee |
| ORCID | 0000-0002-3646-470X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 238 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1980 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 6 |
Portraying Teacher Education for Inclusion
Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a ref…
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform
This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special educ…
A Programmatic View of Portfolios for Urban Teacher Preparation
This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along …
Unsettling Conversations
Equipping teachers for the full range of diversity of students in today's schools has long been a shared concern among teacher educators. Bilingual education, special education, culturally responsive teaching, social justice education, and urban education are among the several responses to this fundamental educational goal. These responses, however, although critical for moving the project of educational equity forward, have tended to produce con…
Enacting Diversity in Dual Certification Programs
This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disabilit…
A framework for conducting research on collaborative teacher education
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
The Stories We Choose to Tell
In recent years qualitative research has earned an increasingly legitimate place as a form of systematic inquiry in educational scholarship. Special education researchers who draw on qualitative methods have responded by using this research paradigm chiefly to document stories of individuals with disabilities. However, rarely have these studies been extended to consider the broader sociocultural contexts within which disability exists. A case is …
From Exclusion to Inclusion in Urban Schools
Special Education as a Constraint on Teacher Education Reform
Current proposals to reform teacher edu cation have omitted from consideration the relationship between programs that prepare teachers of the handicapped and those that prepare regular class room teachers. The failure to address the place of special education in the con text of reform appears to be based on the belief that little, if any, relationship exists. Pugach argues that the existence of programs to prepare special educa tion teachers infl…
Reconceptualizing Support Services for Classroom Teachers
For the past decade the training experi ences of teachers for the mildly handi capped have become increasingly specialized. Such specialization has led to a certain amount of curricular and faculty isolation. The authors call for unifying teaching preparation, with the conceptual integration of special educa tion for the mildly handicapped and gen eral teacher education
Testing Teachers
Following the lead of legislative bodies and school boards nationwide, the Illinois Association of School Boards (IASB) recently recommended that &dquo;all applicants for a teaching, administrative, and school personnel certi- ficate issued by the State Teacher Certification Board satisfactorily pass (1) a proficiency examination on basic communication and mathematics skills and (2) a proficiency examination in the major field of the desired teac…
Teacher Education in Multicultural Settings
Structured Teaching
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
The Stories We Choose to Tell
In recent years qualitative research has earned an increasingly legitimate place as a form of systematic inquiry in educational scholarship. Special education researchers who draw on qualitative methods have responded by using this research paradigm chiefly to document stories of individuals with disabilities. However, rarely have these studies been extended to consider the broader sociocultural contexts within which disability exists. A case is …
A framework for conducting research on collaborative teacher education
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform
This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special educ…
Unsettling Conversations
Equipping teachers for the full range of diversity of students in today's schools has long been a shared concern among teacher educators. Bilingual education, special education, culturally responsive teaching, social justice education, and urban education are among the several responses to this fundamental educational goal. These responses, however, although critical for moving the project of educational equity forward, have tended to produce con…
Special Education as a Constraint on Teacher Education Reform
Current proposals to reform teacher edu cation have omitted from consideration the relationship between programs that prepare teachers of the handicapped and those that prepare regular class room teachers. The failure to address the place of special education in the con text of reform appears to be based on the belief that little, if any, relationship exists. Pugach argues that the existence of programs to prepare special educa tion teachers infl…
Testing Teachers
Following the lead of legislative bodies and school boards nationwide, the Illinois Association of School Boards (IASB) recently recommended that &dquo;all applicants for a teaching, administrative, and school personnel certi- ficate issued by the State Teacher Certification Board satisfactorily pass (1) a proficiency examination on basic communication and mathematics skills and (2) a proficiency examination in the major field of the desired teac…
Enacting Diversity in Dual Certification Programs
This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disabilit…
From Exclusion to Inclusion in Urban Schools
Reconceptualizing Support Services for Classroom Teachers
For the past decade the training experi ences of teachers for the mildly handi capped have become increasingly specialized. Such specialization has led to a certain amount of curricular and faculty isolation. The authors call for unifying teaching preparation, with the conceptual integration of special educa tion for the mildly handicapped and gen eral teacher education
Portraying Teacher Education for Inclusion
Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a ref…
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
Structured Teaching
Teacher Education in Multicultural Settings
Testing Teachers
Following the lead of legislative bodies and school boards nationwide, the Illinois Association of School Boards (IASB) recently recommended that &dquo;all applicants for a teaching, administrative, and school personnel certi- ficate issued by the State Teacher Certification Board satisfactorily pass (1) a proficiency examination on basic communication and mathematics skills and (2) a proficiency examination in the major field of the desired teac…
Reconceptualizing Support Services for Classroom Teachers
For the past decade the training experi ences of teachers for the mildly handi capped have become increasingly specialized. Such specialization has led to a certain amount of curricular and faculty isolation. The authors call for unifying teaching preparation, with the conceptual integration of special educa tion for the mildly handicapped and gen eral teacher education
Special Education as a Constraint on Teacher Education Reform
Current proposals to reform teacher edu cation have omitted from consideration the relationship between programs that prepare teachers of the handicapped and those that prepare regular class room teachers. The failure to address the place of special education in the con text of reform appears to be based on the belief that little, if any, relationship exists. Pugach argues that the existence of programs to prepare special educa tion teachers infl…
From Exclusion to Inclusion in Urban Schools
The Stories We Choose to Tell
In recent years qualitative research has earned an increasingly legitimate place as a form of systematic inquiry in educational scholarship. Special education researchers who draw on qualitative methods have responded by using this research paradigm chiefly to document stories of individuals with disabilities. However, rarely have these studies been extended to consider the broader sociocultural contexts within which disability exists. A case is …
Qualitative Studies in Special Education
An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality i…
A Programmatic View of Portfolios for Urban Teacher Preparation
This exploratory study represents an analysis of 15 exit portfolios of students enrolled in a program to prepare teachers for urban schools. Portfolios were analyzed holistically across entries to determine the degree to which students integrated multiple concepts related to teaching in urban schools, including: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teachi…
A framework for conducting research on collaborative teacher education
Unsettling Conversations
Equipping teachers for the full range of diversity of students in today's schools has long been a shared concern among teacher educators. Bilingual education, special education, culturally responsive teaching, social justice education, and urban education are among the several responses to this fundamental educational goal. These responses, however, although critical for moving the project of educational equity forward, have tended to produce con…
Enacting Diversity in Dual Certification Programs
This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disabilit…
A Programmatic View of Portfolios for Urban Teacher Preparation
This replication study represents an analysis of 47 exit portfolios of students enrolled in an urban teacher education program. Portfolios were analyzed to determine the degree to which students integrated concepts related to teaching in urban schools: asset/deficit perspectives, connections with families, social justice, high expectations for student learning, and contextualized teaching and learning. The portfolios fall into three groups along …
Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform
This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special educ…
Disability and the Meaning of Social Justice in Teacher Education Research
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within th…
Portraying Teacher Education for Inclusion
Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a ref…
Pedagogy (14 obras) · Psychology (14 obras) · Mathematics education (12 obras) · Sociology (12 obras) · Collaborative Teaching and Inclusion (11 obras) · Teacher education (10 obras) · Teacher Education and Leadership Studies (8 obras) · Computer Science (6 obras) · Disability Education and Employment (6 obras) · Political science (6 obras)