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Principals Who Supervise Teachers Of The Deaf: A Mixed Methods Study, Tanya Hilligoss 2014 University of Nebraska - Lincoln

Principals Who Supervise Teachers Of The Deaf: A Mixed Methods Study, Tanya Hilligoss

Educational Administration: Theses, Dissertations, and Student Research

School principals are responsible for supervising educational staff. Since the majority of students who are deaf or hard of hearing are served in public schools, it is important for principals to understand how to supervise teachers of the deaf. The purpose of this study was to explore the role of school principals who supervise teachers of the deaf in public schools in the United States.

In this mixed methods study, data was collected separately and sequentially, using an explanatory sequential design. Information was gathered from state-level personnel using a web-based survey for quantitative data. Data collected included: a) number of ...


Transmedial Documentation For Non-Visual Image Access, Melody J. McCotter 2014 University of Akron

Transmedial Documentation For Non-Visual Image Access, Melody J. Mccotter

Proceedings from the Annual Meeting of the Document Academy

In my doctoral studies on information accessibility for the individual who is blind or visually impaired, I’ve been exploring the ways we can make image documents more accessible. This requires using an alternative sensory modality, and translating the document into a different format. The questions that arise when we consider this process are many, but among them are:

  • Is it the same document once we’ve converted it to an audio narrative about the work, or a 3D topographic map of an artwork, or a musical interpretation?
  • If it is not the same document, how truthful can the “trans-medial ...


Each One, Teach One: A Blackprint For Mentoring Postsecondary “Twice Exceptional” Student Scholars In “Search Of Education, Elevation And Knowledge”, Selena T. Rodgers, Tiffany Cudjoe 2014 Fayetteville State University

Each One, Teach One: A Blackprint For Mentoring Postsecondary “Twice Exceptional” Student Scholars In “Search Of Education, Elevation And Knowledge”, Selena T. Rodgers, Tiffany Cudjoe

Journal of Research Initiatives

Through the prism of a faculty-student mentoring relationship, this article highlights best practices to gain insight into resources for “twice exceptional” student scholars. Practical application stands at a position of intersecting domains—changing the tapestry of scholarly service and undergraduate research mentoring, and as an Each One, Teach One black-print model for mentoring. The article concludes with recommendations for best practices for post secondary mentors, educators, and counselors invested in developing student scholars in Search of Education, Elevation, and Knowledge.


Special Educators Speak Out On Co-Teaching Knowledge And Skills, Cynthia Shamberger, Kendra Williamson-Henriques, Noran Moffett, Yolanda Brownlee-Williams 2014 Fayetteville State University

Special Educators Speak Out On Co-Teaching Knowledge And Skills, Cynthia Shamberger, Kendra Williamson-Henriques, Noran Moffett, Yolanda Brownlee-Williams

Journal of Research Initiatives

This study explored practices and attitudes of special educators from various states around the country regarding what they consider to be the most important elements for effective co-teaching. Results indicated that co-planning, communication skills, and shared instruction were the most critical factors in effective co-teaching. Professional development was found to be the most common way that participants gained co-teaching knowledge and skill. Future implications for research suggest that teacher preparation programs and districts use e-learning to support pre-service and in-service programs and initiatives related to co-teaching.

Future implications for research suggest that teacher preparation programs and districts use e-learning to ...


Aquinas On Inclusion: Using The Good Doctor And Catholic Social Teaching To Build A Moral Case For Inclusion In Catholic Schools For Children With Special Needs, Mary Carlson 2014 Loyola Marymount University and Loyola Law School

Aquinas On Inclusion: Using The Good Doctor And Catholic Social Teaching To Build A Moral Case For Inclusion In Catholic Schools For Children With Special Needs, Mary Carlson

Journal of Catholic Education

This article discusses the present status of students with disabilities in Catholic schools. It then builds the case, based upon the teachings of St. Thomas Aquinas and Catholic Social Teaching, that Catholic Schools, to remain true to Church teachings, must offer special educational services. The article concludes with recommendations for research and practice related to inclusion in Catholic schools.

Résumé
St Thomas d’Aquin sur l’inclusion scolaire : Montrer le bien-fondé moral de l’inclusion des enfants handicapés dans les écoles catholiques en utilisant l’enseignement du docteur de la foi et de la doctrine sociale catholique

Cet article évoque ...


Child Maltreatment: What Attitudinal Factors Of Commitment, Confidence, And Concern Predict Reporting Practices Of Preservice Speech-Language Pathologists?, Alan Smith 2014 Liberty University

Child Maltreatment: What Attitudinal Factors Of Commitment, Confidence, And Concern Predict Reporting Practices Of Preservice Speech-Language Pathologists?, Alan Smith

Doctoral Dissertations and Projects

The pervasiveness of child maltreatment is a global issue, although its impact on the United States is markedly severe. The mortality rate for children four years of age and younger continues to rise annually, with an especially alarming increase present for children with disabilities. Although inservice and preservice educators, including speech-language pathologists, are mandated to report suspected maltreatment, several obstacles appear to hinder their actions. Understanding the factors that predict an individuals' likelihood of reporting malfeasance may help minimize maltreatment occurrence and child mortality. Preservice speech- language pathologists attending accredited programs in the United States were surveyed regarding their attitudes ...


Using Video Prompting To Teach High School Students With Moderate Intellectual Disabilities A Vocational Skill With A Portable Video Delivery System Employing A Qualitative Case Study, John Newman 2014 Liberty University

Using Video Prompting To Teach High School Students With Moderate Intellectual Disabilities A Vocational Skill With A Portable Video Delivery System Employing A Qualitative Case Study, John Newman

Doctoral Dissertations and Projects

The purpose of this study was to determine the effectiveness of portable video devices in the delivery of video content using video prompting to teach functional life skills to three high school students with moderate intellectual disabilities. The theoretical frameworks of the social learning theory, anchored instruction, and situated cognition show promise as the foundation of the development of specialized curricula to improve students' functioning in adaptive behavior skills. The study utilized a qualitative case study approach, using a multiple-probe across tasks and a single-subject design to obtain quantitative data as the first data collection strategy for a qualitative case ...


Screening And Diagnostic Validity Of Affinity 2.5, Heather Lynn Stephenson 2014 Brigham Young University

Screening And Diagnostic Validity Of Affinity 2.5, Heather Lynn Stephenson

All Theses and Dissertations

Affinity 2.5 is a computer-based instrument designed to assess sexual interest using viewing-time measures. Viewing-time measures of sexual interest have been developed to identify individuals with deviant sexual interest. The purpose of this study is to examine the validity of Affinity 2.5 in screening and diagnosing individuals with sexually deviant interests. This study used viewing time profiles of known sexual offenders compared to norm-referenced profiles of an exclusively heterosexual, non-pedophilic college population. Participants were 155 males and 3 females who had sexually offended against children and 63 male and 84 female non-offender college students. Results show that 43 ...


Canadian University Early Admission Policies For Gifted And Talented Students, Waldemar P. Kruszynski 2014 Western University

Canadian University Early Admission Policies For Gifted And Talented Students, Waldemar P. Kruszynski

University of Western Ontario - Electronic Thesis and Dissertation Repository

Early entrance/admission to university (i.e., between two and four years before the usual age of admission) can provide multiple benefits for gifted and talented secondary school students. For these students, early university entrance/admission may be a key way to extend their intellectual capacities, capacities that they would not be able to achieve otherwise (Gross & van Vliet, 2005). Many researchers have argued that gifted and talented students not only show exceptional uniqueness in their extended intellectual and cognitive potential (Noble & Childers, 2008), but also, they demonstrate enhanced creativity and curiosity (Noble et al., 2007). Therefore, the primary problem ...


In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper 2014 Minnesota State University, Mankato

In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper

Journal of Undergraduate Research at Minnesota State University, Mankato

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and ...


U. S. Mainland-Born And Non-Mainland-Born Children Referred For Special Education, Miriam Eisenstein Ebworth, Jay Gottlieb, Barbara Gottlieb, Marjorie Goldstein, Justin B. Bennett 2014 Fordham University

U. S. Mainland-Born And Non-Mainland-Born Children Referred For Special Education, Miriam Eisenstein Ebworth, Jay Gottlieb, Barbara Gottlieb, Marjorie Goldstein, Justin B. Bennett

Journal of Multilingual Education Research

In this study, we compared the referrals for special education evaluation of U.S. mainland-born children with those of mostly Latino non-mainland-born children in two school systems in the Northeastern United States. The investigation focused on whether there was a significant difference between referrals for special education from each group, based on either language or behavior. According to the literature, nonnatives are both overrepresented and underrepresented in special education, with reasons for referral including problematic use of language and inappropriate behavior. The researchers found that referrals for behavior in our sample were more frequent among natives compared with nonnatives, while ...


The Development Of The Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, And Recommendations, Chun Zhang, Su-Je Choh 2014 Fordham University

The Development Of The Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, And Recommendations, Chun Zhang, Su-Je Choh

Journal of Multilingual Education Research

In this paper, we review various challenges in regard to educating children with and without disabilities from culturally and linguistically diverse (CLD) backgrounds. The challenges discussed include (1) biased assessment that results in mis- or overrepresenting CLD students in special education, (2) difficulty distinguishing between disability and differences, and (3) lack of competent bilingual special educators. As recommended practices, we propose to use the response to intervention model in identifying and instructing CLD children with and without disabilities. We point out that future research should examine how collaborative service delivery models contribute to referrals of CLD children into special education ...


A Mixed Methods Approach To Examining The Getting Ready Intervention For Supporting Young Children With Challenging Behaviors, Miriam E. Kuhn 2014 University of Nebraska - Lincoln

A Mixed Methods Approach To Examining The Getting Ready Intervention For Supporting Young Children With Challenging Behaviors, Miriam E. Kuhn

Open Access Theses and Dissertations from the College of Education and Human Sciences

Families and preschool teachers of children with persistent challenging behaviors are taxed daily by difficulties presented in care and management of such children in their homes and early education settings. This study utilized a sequential explanatory mixed methods approach in three phases to better understand a collaborative partnership model of intervention, Getting Ready (Sheridan, Marvin, Knoche, & Edwards, 2008), for supporting preschoolers with challenging behaviors attending Head Start or state-funded pre-kindergarten programs. Preschool teachers received professional development and individual coaching to help them improve partnerships and collaboratively plan with parents to promote children’s growth, and enhance parent-child interactions.

In Phase 1, archival quantitative data for 19 children with challenging behaviors were analyzed for (1) relationships between teachers’ reports of problem behaviors and other child, parent, and teacher variables prior to beginning the intervention; and (2) change in 10 measures of child development/behavior, parent involvement in their children’s education, parent-teacher and teacher-student relationships after one year of preschool augmented by the Getting Ready intervention. In Phase 2, archival documents and audio-recordings from parent-professional team meetings, as ...


Alternate Forms Reliability For Written Expression Probes, Ashley Carey 2014 Western Kentucky University

Alternate Forms Reliability For Written Expression Probes, Ashley Carey

Masters Theses & Specialist Projects

The use of Curriculum-Based Measurement (CBM) in schools continues to increase, as it is a useful brief assessment of students’ basic academic skills. CBM measures are used for multiple tasks such as identifying students at-risk, creating local norms, monitoring students’ progress during interventions, and assisting with special education eligibility determinations. Much of the research has focused on CBM in the areas of math and reading. Relatively few studies have examined the area of CBMWritten Expression. Even fewer studies exist exploring the reliability among alternate writing forms. This study determined alternate form reliability coefficients for written expression probes at the second ...


Teaching Beautiful Questions: Using Literature To Teach Youth Appreciative Inquiry (Ai), Shira R. Reicher 2014 University of Pennsylvania

Teaching Beautiful Questions: Using Literature To Teach Youth Appreciative Inquiry (Ai), Shira R. Reicher

Master of Applied Positive Psychology (MAPP) Capstone Projects

Learning to ask the right questions and being empowered to dream is essential to 21st century education. In an effort to create innovative citizens who are able to compete in our increasingly diverse and competitive world, youth can be taught how to discover and build on successful aspects of the past, dream creatively about the future, ask positive questions to design plans, and deliver action. These four components, discovering, dreaming, designing, and delivering, are the mainstays of Appreciative Inquiry (AI), a positive approach to organizational development. In recent years, AI has been increasingly utilized with youth. Teaching AI facilitates ...


Elementary School Teachers' Perceptions Of And Use Of Behavior-Specific Written Praise Notes For Children Identified With Office Discipline Referrals, Danielle C. Agle 2014 Brigham Young University

Elementary School Teachers' Perceptions Of And Use Of Behavior-Specific Written Praise Notes For Children Identified With Office Discipline Referrals, Danielle C. Agle

All Theses and Dissertations

Student behavior problems in school and classroom settings are of great concern to parents, teachers, and school administrators. These behaviors range from talking out and noncompliance to more serious behaviors such as violence and vandalism. Effectively managing student behavior problems lays the foundation for creating a safe school environment and is a critical concern for all teachers. A school wide positive behavior intervention and support system (PBIS) is an effective and proactive way to prevent misbehavior. All teachers and staff teach and reinforce a specified set of positive behaviors. These positive behaviors are expected of each student. This study analyzed ...


Secondary Teachers' Perceived Role In Suicide Prevention And Intervening With Suicidal Students, Victoria R. Hatton 2014 Brigham Young University

Secondary Teachers' Perceived Role In Suicide Prevention And Intervening With Suicidal Students, Victoria R. Hatton

All Theses and Dissertations

Best practices in adolescent suicide prevention include teachers as major participants, because teachers are in a unique and frontline position to support students. Unfortunately, many teachers are unaware of their role in suicide prevention efforts. In addition to confusion about their roles, teachers may feel uncomfortable and/or lack confidence in their abilities to identify warning signs and intervene with suicidal students. This study assessed secondary teachers’ (N = 74) perceptions of their role in suicide prevention as well as how they perceive their comfort and confidence levels in identifying and intervening with suicidal students. In addition, this study explored possible ...


Reliability Generalization Of The Multigroup Ethnic Identity Measure-Revised (Meim-R), Hayley Marie Herrington 2014 Brigham Young University

Reliability Generalization Of The Multigroup Ethnic Identity Measure-Revised (Meim-R), Hayley Marie Herrington

All Theses and Dissertations

The strength of ethnic identity has been linked to higher academic achievement, academic attainment, and overall psychological wellbeing. The Muligroup Ethnic Identity Measure (MEIM) was developed to measure ethnic identity development, and this measure has been used widely. The MEIM has since been updated to the Multigroup Ethnic Identity Measure–Revised (MEIM–R). The relatively new MEIM–R has not been widely studied. In order to solidify researchers’ confidence in the measure, a reliability generalization analysis was performed and the data compared to the original MEIM. Random-effects weighted models evaluated internal consistency coefficients (Chronbach’s alpha). The MEIM–R demonstrated ...


Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia, Diana E. Kuhl 2014 Western University

Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia, Diana E. Kuhl

University of Western Ontario - Electronic Thesis and Dissertation Repository

This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work ...


A New Approach To Middle School Reading Intervention Balancing Self-Determination And Achievement, Amanda Mancini-Marshall 2014 University of Nebraska - Lincoln

A New Approach To Middle School Reading Intervention Balancing Self-Determination And Achievement, Amanda Mancini-Marshall

Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education

While research on Response to Intervention (RTI) has focused almost exclusively on elementary education, an increasing number of middle and high schools are adopting this framework as a way to match student needs with instruction that accelerates academic growth. Without age-appropriate models, curriculum, or interventions, secondary schools often attempt to simply replicate elementary practices with limited success. These attempts typically take a prescriptive approach to reading instruction for struggling below-grade-level readers. However, this self-study examines how one research-practitioner designed, implemented, and modified a middle school Tier II RTI reading course with the goal of improving student self-determination as well as ...


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