An evaluation of supervision in a field-based practicum experience in severe disabilities
Abstract
The purpose of the present study was to evaluate the effectiveness of the supervision procedures used in the Severe Disabilities Teacher Preparation Program at Purdue University. The supervision procedures were developed to guide the university supervisors in providing assistance to preservice practicum teachers during the practicum field-based experiences at two levels: development of instructional programming, and implementation of teaching practices in classrooms serving individuals with severe disabilities. Four female preservice practicum teachers specializing in severe disabilities participated in the study. One university supervisor implemented the supervision procedures. In the context of evaluation design, a single-subject AB design with direct replication across subjects was used specifically to evaluate the effectiveness of the supervision procedures in the application of teaching strategies during the preservice practicum teachers' delivery of instruction. Baseline data were collected on the preservice practicum teacher's delivery of instruction in activities assigned by the cooperating teacher and/or created by the preservice practicum teachers, prior to the supervisor's visit. Intervention data consisted of observations of the preservice practicum teachers during the delivery of instruction in the presence of their supervisors, as the supervision procedures were implemented. The effectiveness of the supervision procedures in the development of instructional programs was evaluated with the use of descriptive information. This information was gathered through two main sources: (a) evaluation of professional written products completed as part of the practicum experience requirements, and (b) recordings of the meetings between the preservice practicum teachers and their university supervisors to discuss topics related to the preparation of the written products, the implementation and documentation of instructional strategies in the classroom, and other issues related to the practicum experience. In addition, the preservice practicum teachers were given a Likert type rating instrument to evaluate the supervisor, the supervisor's use of the supervision procedures, and the outcomes of supervision in terms of practicum organization and systematic instruction. Results and implications for future research are discussed.
Degree
Ph.D.
Advisors
Karlan, Purdue University.
Subject Area
Special education|Teacher education
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