@article{52d13ef9b57e46629e06886a2d0c13ba,
title = "A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices",
abstract = "This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates{\textquoteright} learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.",
keywords = "effective practice, higher education, personnel preparation, preparation, teacher(s)",
author = "Brownell, {Mary T.} and Benedict, {Amber E.} and Leko, {Melinda M.} and David Peyton and Daisy Pua and Catherine Richards-Tutor",
note = "Funding Information: The genesis for this article was the result of work conducted under the auspices of the Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center, a cooperative agreement funded through the Office of Special Education Programs, U.S. Department of Education, Award No. H325A120003. Bonnie Jones and Dave Guardino are the project officers. The views expressed herein do not necessarily represent the positions of policies of the U.S. Department of Education. Funding Information: The genesis for this article was the result of work conducted under the auspices of the Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center, a cooperative agreement funded through the Office of Special Education Programs, U.S. Department of Education, Award No. H325A120003. Bonnie Jones and Dave Guardino are the project officers. The views expressed herein do not necessarily represent the positions of policies of the U.S. Department of Education. The author(s) received no financial support for the research, authorship, and/or publication of this article. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2019.",
year = "2019",
month = nov,
day = "1",
doi = "10.1177/0741932518824990",
language = "English (US)",
volume = "40",
pages = "338--355",
journal = "Remedial and Special Education",
issn = "0741-9325",
publisher = "SAGE Publications Inc.",
number = "6",
}