Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation
Overview & Synopsis
The purpose of this spatial study is to understand the function space play in a combined credential program in the US in helping or hindering the program's inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. The data provides evidence for the pervasive separation between general and special education within the new program. This study points to the importance of examining space in relation to teacher education reform as a way to highlight where policy, institutional, programmatic, physical, and pedagogic changes are needed to support inclusive teacher preparation. (Contains 1 figure and 2 tables.)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation |
|---|---|
| Author / Organization | Young, Kathryn S. |
| Subject & Discipline | Schools of Education, Educational Change, Special Education Teachers |
| Categories | Education & Pedagogy |
| Publication Year | 2011 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-89110 |
| Original Source Link | Visit Source Page on eric.ed.gov » |