ED 7050: Comprehensive e-Portfolio�
Diane Montgomery
UPEI, Faculty of Education
Inspiration to my PhD Journey���
Heller (1968) reported that 60% of handicapped children in ordinary schools do not receive adequate special education services. An exceptional child is just as capable as functioning in a regular school as an average child. If they are accepted as people who are just as worthy as the average human being, this would be a gigantic step in the positive direction. Society perceives the idea of integration as impossible because it is too complicated an issue. Special schools may never be abolished or reduced, but it doesn’t mean that this goal is unattainable. As long as the proper assistance is provided in an ordinary school, exceptional children will receive a satisfactory education.
Not much has changed
Teacher, managing, leading people in private and corporate settings
Advocating for son and daughter.
Educational services business
Student Centered Educator���
Guiding and Motivating
Learning from Student
Providing Choice
Advocating for Student
“The only person who is educated is the one who has learned how to learn and how to adapt and change” (Rogers,1983, p. 120)
Theory
Instructional
Research
Professional
Educational Therapist
Educational+ therapeutic = learning how to learn
Knowledge of Theory��
Guiding and Motivating the Student
Implicit Theories
of Intelligence
(Dweck, 2016)
Self-Determination Theory
(Ryan & Deci, 2000; Ryan & Deci, 2020)
Motivational Theory Framework
Epistemological view- Pragmatist
Teaching philosophies- Inclusion, choice
Lessons Learned
Hard to align one type of motivation
Various instruction, feedback, biases
Praised for intelligence instead of effort
Limited challenging experiences
Importance of guiding and motivating student
Artifact #1- Theories of Motivation to Support the Needs of all Learners
Self-efficacy
(Bandura, 1997)
Mastery Performance
Vicarious experience
Verbal persuasion
Physiological /emotional state
(CRCIE, 2021; Dewey, 1938; Rogers, 1969)
Next Steps
Self-determination theory for dissertation
Knowledge of Research�����
Learning from the Student
Research Project | Literature Review | Ethics Application | Methodology | Methods | Dissemination Research |
Aligning Holistic Learner Profiles to UDL / DI Proposal | Yes | Yes | Constructivist Grounded Theory | Survey Recruitment Interviews | � |
Supporting students with diverse learning needs using UDL in online learning: Voice of the student | Yes | � | Case study | � | Journal article �Conference presentation |
Integrating Technology with Instructional Frameworks to Support all Learners in Inclusive Classrooms | Yes | � | Case study | � | Journal article �Conference presentation |
Effective teachers for successful student: An investigation of the preparation and resiliency of Northern educators | � | Yes | Mixed methods �Participatory action | Recruitment Interviews | � |
Impact of exclusion and inclusion on large scale global and national assessments | Yes | � | � | � | � |
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Artifact #2- Research Portfolio
Skills Developed
Lessons Learned
Next Steps
Disseminating research- 1 published, 1 accepted,
3 in review, 4 presentations, 1 funded internship
Design Based Research (DBR) for dissertation
Interviews and observations- rich data
Learning from students’ and teachers’ experiences
Constructivist grounded theory iterative process
Recruitment challenges
(Anderson & Shattuck, 2012; Morgan, 2014)
Instructional Competencies�
Providing Choice to the Student
Syllabus
Open communication / feedback
Flexibility of assignments
Google survey, building relationships
Midcourse Feedback
Content and strategies
Learning and motivational theories
Assessment for learning, profiles
UDL / Differentiated instruction
Walk in my shoes activities
Disability guest student / speaker
Presentations on exceptionalities
Artifact #3- Teaching Dossier
4150 Diverse and Inclusive Classrooms (2 cohorts)
Teaching philosophy
Learning through experience
Providing student with choice (UDL)
Student Opinion Teaching Surveys (SOTS)
Elementary- 4.24 Secondary- 4.0
Strengths
Lessons Learned
Next Steps
Professional Competencies��
Advocating for the Student
Skills Developed
Presentation skills
Research dissemination and application
Skills Developed
GSA newsletter
GSA rep online students
Tenure track hiring committee
Artifact #5 Community Service Contributions at UPEI
Expanding networks with community at large
Diplomatic, transparent communication skills
Expanding networks within Faculty of Education
Artifact #4-
CSSE Conference Presentation
Conference Proceedings (OTESSA)
Journal Article (OTESSA)
TDSB Director Presentation
TDSB Spec Ed Dept. PD Day
SEAC member advocacy
Conclusion / Moving Forward������
Knowledge of Theory
Knowledge of Research
Instructional Competencies
Professional Competencies
Customer discovery (need for research and potential entrepreneurial venture)
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References
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Dewey J. (1899) The school and society. University of Chicago Press.
Dweck, C.S. (2016). Mindset: The new psychology of success. Random House.
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
Morgan D (2014) Pragmatism as a paradigm for social research. Qualitative Inquiry 20(8): 1045–1053.
Rogers, C.R. (1983). Freedom to learn for the 80s. Columbus, Ohio: Charles E. Merrill Publishing Company,
Rogers, C.R. (1969). Freedom to learn: A view of what education might become. (1st ed.) Charles Merrill.
Ryan, R.M. & Deci, E.L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist Vol. 55, No. 1, 68-78 DOI: 10.1037110003-066X.55.1.68
Ryan, R.M. & Deci, E.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology. 61(2020).
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