The effects of immersive simulation on targeted collaboration skills among undergraduates in special education
DOI:
https://doi.org/10.20343/teachlearninqu.7.2.11Keywords:
teacher preparation, special education, collaboration, immersive simulationAbstract
The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills and whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively affected performance.
References
Allsopp, D. H., DeMarie, D., Alvarez-McHatton, P., & Doone, E. (2006). Bridging the gap between theory and practice: Connecting courses with field experiences. Teacher Education Quarterly, 33(1), 19-35. Retrieved from http://www.teqjournal.org/backvols/2006/33_1/07allsoppetal.pdf
Bandura, A., Ross, D., & Ross S. A. (1963). Vicarious reinforcement and imitative learning. Journal of Abnormal and Social Psychology, 67(6), 601-607.
Baumgartner, J. J., & Buchanan, T. K. (2010). “I have HUGE stereo-types”: Using eco-maps to understand children and families. Journal of Early Childhood Teacher Education, 31(2), 173-184. https://doi.org/10.1080/10901021003781270
Brownell, M. T., Ross, D. D., Colón, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. Journal of Special Education, 38(4), 242-252. https://doi.org/10.1177/00224669050380040601
Carter, N., Prater, M., Jackson, A., & Marchant, M. (2009). Educators’ perceptions of collaborative planning processes for students with disabilities. Preventing School Failure, 54(1), 60-70. https://doi.org/10.3200/PSFL.54.1.60-70
Chini, J. J., Straub, C. L., & Thomas, K. H. (2016). Learning from avatars: Learning assistants practice physics pedagogy in a classroom simulator. Physical Review Physics Education Research, 12(1), 010117. https://doi.org/10.1103/PhysRevPhysEducRes.12.010117
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Council for the Accreditation of Educator Preparation. (2013). CAEP accreditation standards and evidence: Aspirations for educator preparation. Retrieved from http://caepnet.org/~/media/Files/caep/standards/commrpt.pdf?la=en
Darling-Hammond, L., Meyerson, D. L., LaPointe, M., Orr. M. T. (2010). Preparing school leaders for a changing world: Lessons from effective school leadership programs. San Francisco, CA: Jossey Bass.
Dawson, M., & Lignugaris/Kraft, B. (2013). TLE TeachLivE™ vs. role-play: Comparative effects on special educators’ acquisition of basic teaching skills. In A. Hayes, S. Hardin, L. Dieker, C. Hughes, M. Hynes, & C. Straub (Eds.), Proceedings from the 1st National TLE TeachLivETM Conference (pp. 23-29). Retrieved from http://teachlive.org/wpcontent/uploads/2014/05/2013%20TLE_TeachLivEProceedings_FINAL_9_20.pdf
Dawson, M. R., & Lignugaris/Kraft, B. (2016). Meaningful practice: Generalizing foundation teaching skills from TLE TeachLivE™ to the classroom. Teacher Education and Special Education, 40(1), 26-50. https://doi.org/10.1177/0888406416664184
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69. https://doi.org/10.1126/science.1167311
Dieker, L., Hynes, M., Hughes, C., & Smith, E. (2008). Implications of mixed reality and simulation technologies on special education and teacher preparation. Focus on Exceptional Children, 40(6), 1-20. Retrieved from https://journals.ku.edu/focusXchild/article/view/6877/6227
Dieker, L. A., Lignugaris/Kraft, B., Hynes, M., & Hughes, C. E. (2016). Mixed reality environments in teacher education: Development and future applications. In B. L. Ludlow & B. C. Collins (Eds.), Online in real time: Using Web 2.0 for distance education in rural special education (pp. 116–125). Morgantown, WV: American Council for Rural Special Education. Retrieved from https://www.acres-sped.org/files/d/608dc29d-9bfe42e9bf1912c0bc4642dd/acresmonograph2016.pdf
Dieker, L. A., Rodriguez, J.A., Lignugaris/Kraft, B., Hynes, M., & Hughes, C.E. (2014). The potential of simulated environments in teacher education: Current and future possibilities. Teacher Education and Special Education, 37(1), 21-33 https://doi.org/10.1177/0888406413512683
Dieker, L. A., Straub, C. L., Hughes, C. E., Hynes, M. C., & Hardin, S. (2014). Learning from virtual students. Educational Leadership, 71(8), 54-58. Retrieved from http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Learning-from-Virtual-Students.aspx
Enicks, A. (2012). Using TeachLiveTM to improve pre-service special education teacher practices (Unpublished doctoral dissertation). Western Michigan University, Kalamazoo, Michigan.
Evans, R. (2013). Educating preservice teachers for family, school, and community engagement. Teaching Education, 24(2), 123-33. https://doi.org/10.1080/10476210.2013.786897
Friend, M. (2008). Co-teach! A manual for creating and sustaining classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend.
Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom teachers (3rd ed.). Boston, MA: Allyn & Bacon.
Friend, M., & Cook, L. (2014). Interactions: Collaboration skills for school professionals (8th ed.). Boston, MA: Pearson.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9-27. https://doi.org/10.1080/10474410903535380
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future. Preventing School Failure: Alternative Education for Children and Youth, 37(4), 6-10. https://doi.org/10.1080/1045988X.1993.9944611
Fryling, M. J., Johnston, C., & Hayes, L. J. (2011). Understanding observational learning: An interbehavioral approach. The Analysis of verbal behavior, 27(1), 191-203. https://doi.org/10.1007/BF03393102
Gilbert, K. A. (2017). Innovative leadership preparation: Enhancing legal literacy to create 21st century ready principals. Academy of Educational Leadership Journal, 21(1), 127-169. Retrieved from https://www.abacademies.org/articles/innovative-leadership-preparation-enhancing-legal-literacy-to-create-21st-century-ready-principals-6774.html
Hoover, J. D. (2016). Vicarious observational learning through visual media: The 12 Angry Men film as an organizational behavior primer. Developments in Business Simulation and Experiential Learning, 43, 266-271. Retrieved from https://journals.tdl.org/absel/index.php/absel/article/view/3046/2994
Hoover, J. D., Giambatista, R. C., & Belkin, L. Y. (2012). Eyes on, hands on: Vicarious observational learning as an enhancement of direct experience. Academy of Management Learning & Education, 11(4), 591-608. https://doi.org/10.5465/amle.2010.0102
Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators. Journal of Learning Disabilities, 30(4), 442-448. https://doi.org/10.1177/002221949703000411
Individuals with Disabilities Education Improvement Act (2004). P. L. 108-446, 118 Stat. 2647.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2014). Intentional interviewing and counseling: Facilitating client (8th ed). Belmont, CA: Brooks/Cole.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon Report: 2016 Higher Education Edition. Austin, TX: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The Horizon Report: 2011 Edition. Austin, TX: The New Media Consortium. Retrieved from https://files.eric.ed.gov/fulltext/ED515956.pdf
Kang, S. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3(1), 12-19. https://doi.org/10.1177/2372732215624708
Klem, A. M., & Connell, J. P. (2009). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262– 273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
Leko, M. M., & Brownell, M. T. (2009). Crafting quality professional development for special educators: What school leaders should know. Teaching Exceptional Children, 42(1), 64-70. https://doi.org/10.1177/004005990904200106
Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270. https://doi.org/10.1177/10534512050400050201
McLeskey, J., Barringer, M. D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . & Winn, J. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Chidren & CEEDAR Center.
McPherson, R., Tyler-Wood, T., McEnturff Ellison, A., & Peak, P. (2011). Using a computerized classroom simulation to prepare pre-service teachers. Journal of Technology and Teacher Education, 19(1), 93-110.
Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39–56.
Miller, J. L., Rambeck, J.H., Snyder, A. (2014). Improving emergency preparedness system readiness through simulation and interprofessional education. Public Health Reports, 129(6), 129-135. https://doi.org/10.1177/00333549141296S417
Murawski, W. W. (2012). 10 tips for using co-planning time more efficiently. Teaching Exceptional Children, 44(4), 8-15. https://doi.org/10.1177/004005991204400401
Myers, C., Reier, S., & Lignugaris/Kraft, B. (2010, November). The use of practice in a virtual classroom to improve fidelity of implementation of discrete trial teaching in public school classrooms. Paper presented at the Annual Meeting of the Teacher Education Division of the Council for Exceptional Children: St. Louis, MO.
National Council for Accreditation of Teacher Education. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: National Council for Accreditation of Teacher Education. Retrieved from https://files.eric.ed.gov/fulltext/ED512807.pdf
Pancsofar, N., & Petroff, J. G. (2016). Teachers’ experiences with co-teaching as a model for inclusive education. International Journal of Inclusive Education, 20(10), 1043-1053. https://doi.org/10.1080/13603116.2016.1145264
Peters, M. A., & Araya, D. (2011). Transforming American education: Learning powered by technology. E-Learning and Digital Media, 8(2), 102-181. https://doi.org/10.2304/elea.2011.8.2.102
Peterson, M. B. (2014). Pre-service special education teachers’ frequency of opportunities to respond in the TeachLivE™ virtual classroom (Unpublished doctoral dissertation). Texas Women’s University, Denton, Texas.
Ploessi, D., Rock, M., Schoenfeld, N., & Blanks, B. (2010). On the same page: Practical techniques to enhance co-teaching interactions. Intervention in School and Clinic, 45(3), 158-168. http://dx.doi.org/10.1177/1053451209349529
Robbins, C., & Searby, L. (2013). Exploring parental involvement strategies utilized by middle school interdisciplinary teams. School Community Journal, 23(2), 113-136. Retrieved from https://files.eric.ed.gov/fulltext/EJ1028844.pdf
Rock, M. L., Spooner, F., Nagro, S., Vasquez, E., Dunn, C., Leko, M., . . . Jones, J. L. (2016). 21st century change drivers: Considerations for constructing transformative models of special education teacher development. Teacher Education and Special Education, 39(2), 98-120. https://doi.org/10.1177/0888406416640634
Rodriguez, J. (2011, November). Comparison of feedback methods for pre-service teachers delivering mathematics lessons in the TeachME Lab. Paper presented at the Teacher Education Division of the Council for Exceptional Children, Austin, TX.
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416. https://doi.org/10.1177/001440290707300401
Shaffer, L., & Thomas-Brown, K. (2015). Enhancing teacher competency through co-teaching and embedded professional development. Journal of Education and Training Studies, 3(3), 117-125. http://dx.doi.org/10.11114/jets.v3i3.685
Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., & Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83-97. https://doi.org/10.1177/0888406416637904
Shin, M., Lee, H., & McKenna, J. W. (2016). Special education and general education preservice teachers’ co-teaching experiences: A comparative synthesis of qualitative research. International Journal of Inclusive Education, 20(1), 91-107. https://doi.org/10.1080/13603116.2015.1074732
Straub, C., Dieker, L., Hynes, M., & Hughes, C. (2014). 2014 TeachLive National Research Findings: Year 1 findings. Using virtual rehearsal in TLE TeachLivETM mixed reality classroom simulator to determine the effects on the performance of mathematics teachers. In C. Straub, L. Dieker, M. Hynes, & C. Hughes (Eds.), Proceedings of the Ludic Convergence: The Second National TLE TeachLivE™ Conference (pp. 51-98). Retrieved from http://teachlive.org/wp-content/uploads/2014/12/2014-Teachlive-Conference-Proceedings.pdf
Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. https://doi.org/10.1016/j.edurev.2012.11.004
Vince-Garland, K., Vasquez, E., III, & Pearl, C. (2012). Efficacy of individualized coaching in a virtual reality classroom for increasing teachers’ fidelity of implementation of discrete trial teaching. Education and Training in Autism and Developmental Disabilities, 47(4), 502-515.
Walker, Z. (2012). Providing coaching on employability skills for students with intellectual disabilities in a virtual environment (Unpublished doctoral dissertation). University of Central Florida, Orlando, Florida.
Walker, Z., Vasquez, E., & Wienke, W. (2014). Job interview coaching in a virtual environment for individuals with intellectual disabilities. In C. Straub, L. Dieker, M. Hynes, & C. Hughes (Eds.), Proceedings of the Ludic Convergence: The Second National TLE TeachLivE™ Conference (pp. 45-48). Retrieved from http://teachlive.org/wp-content/uploads/2014/12/2014-Teachlive-Conference-Proceedings.pdf
Youngs, P., Jones, N., & Low, M. (2011). How beginning special and general education elementary teachers negotiate role expectations and access professional resources. Teachers College Record, 113, 1506-1540.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Sandra H Robbins, Kristen A Gilbert, Frances L Chumney
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.