Special Education Teachers' Knowledge Of The Discipline Section Of The Individuals With Disabilities Education Act Of 2004 As It Relates To Functional Behavioral Assessment And Behavior Intervention Plans, 2015 Univerisity of Southern Mississippi
Special Education Teachers' Knowledge Of The Discipline Section Of The Individuals With Disabilities Education Act Of 2004 As It Relates To Functional Behavioral Assessment And Behavior Intervention Plans, Tricia M. Cox
This study explored the overall special education teachers’ knowledge of the discipline section of the Individuals with Disabilities Education Act (2004) as it relates to Functional Behavioral Assessments and Behavior Intervention Plans. The variables associated with this research included the special education teachers’ route of certification, level of education, years or experience, and the type, quality, and time of training associated with Functional Behavior Assessments and Behavior Intervention Plans. The participants were special education teachers in the state of Mississippi. The research revealed no significant differences or relationships between any of the variables identified above. However, even though the study ...
Tennessee Per-Pupil Expenditures In Special Education And Academic Achievement, 2015 East Tennessee State University
Tennessee Per-Pupil Expenditures In Special Education And Academic Achievement, Melanie C. Davidson
Electronic Theses and Dissertations
Federal legislation known as the No Child Left Behind act has required states to close achievement gaps. The purpose of this study was to investigate the relationships between special education spending by districts in the state of Tennessee and standardized achievement for students with disabilities.
Secondary data were obtained from the Tennessee Department of Education’s website (www.tn.gov/education). Data from each local education association were collected for the years of 2010-2014 in the areas of special education spending, special education population, and TCAP proficiency percentages in reading and math grades 3-8. Data from each local education association ...
International Relations And Hrd Activities Of The International Nuclear Nonproliferation And Security Academy Of The Rok, 2015 INSA, Korea Institute of Nuclear Nonproliferation and Control
International Relations And Hrd Activities Of The International Nuclear Nonproliferation And Security Academy Of The Rok, Kwan Kyoo Choe
International Journal of Nuclear Security
The objective of this article is to explain the HRD activities on nuclear nonproliferation and security area of the International Nuclear Nonproliferation and Security Academy (INSA) of the Korea Institute of Nuclear Nonproliferation and Control (KINAC). The HRD activities on nuclear security in international society have moved gradually from military dimension to the aspect of social management of conflict and threat.
The paper would be developed in the following ways; First, the main concept of nuclear security in the Republic of Korea(ROK) will be touched, which could show us why and how the ROK has put its step forward ...
Can Peer Assisted Learning Strategies (Pals) Improve The Reading Levels Of Struggling First Graders?, 2015 Florida International University
Can Peer Assisted Learning Strategies (Pals) Improve The Reading Levels Of Struggling First Graders?, Jessica A. Naranjo
Jessica A Naranjo
No abstract provided.
The Impact Of Co-Teaching On General Education Students In Seventh Grade Math, 2015 Liberty University
The Impact Of Co-Teaching On General Education Students In Seventh Grade Math, Kenneth Lamar James
Doctoral Dissertations and Projects
Federal legislation has mandated that all students, including students with disabilities, perform at or above a certain level on standardized tests. Students with disabilities consistently have scored below the required minimum score. Educators have begun implementing co-teaching strategies in the general education classroom in order to better serve the students with disabilities. This has caused concern among some parents and other educators as to how the inclusion of special education students in the general classroom will affect the achievement of general education students. This quantitative study is designed to gather data from the math section of the Criterion Referenced Competency ...
Predicting Future Special Education Eligibility From Developmental Assessment Of Young Children (Dayc) Scores, Helen E. Shaw Tripp
Doctoral Dissertations and Projects
This quantitative non-experimental correlational study used logistic regression and archival data to examine the relationship between scores obtained by children at age three on the Developmental Assessment of Young Children (DAYC) rating scale and later special education eligibility status. The purpose of this study was to determine if DAYC scores can predict future special education eligibility as defined by the criteria of the State of Tennessee Department of Education and thereby provide a tactic for early identification and intervention. The 74 participants were students from a small, rural, high-poverty school district who were initially evaluated at age three using the ...
An International Student's Perspective: Navigating Identities And Conducting Ethnographic Fieldwork In The U.S., 2015 Indiana University - Purdue University Fort Wayne
An International Student's Perspective: Navigating Identities And Conducting Ethnographic Fieldwork In The U.S., Rama Cousik
Professional Studies Faculty Publications
Researchers that conduct fieldwork outside of their home country oftentimes experience challenges and situations that are not described in textbooks. While some encounters may be affirmational, other experiences can challenge identities and interrogate assumptions. In this narrative, I recount my experiences as a novice ethnographer. I am from India and at that time, I was conducting research in an elementary school in the U.S. From the first day of entering the field, I discovered a process of internal transformation. I hope that by sharing my experience other ethnographers will embrace their own process of reflexivity.
Auditory And Visual Cues For Topic Maintenance With Persons Who Exhibit Dementia Of Alzheimer’S Type, 2015 University of Nebraska at Omaha
Auditory And Visual Cues For Topic Maintenance With Persons Who Exhibit Dementia Of Alzheimer’S Type, Amy Wilson Teten, Paul A. Dagenais, Mary J. Friehe
Special Education and Communication Disorders Faculty Publications
This study compared the effectiveness of auditory and visual redirections in facilitating topic coherence for persons with Dementia of Alzheimer’s Type (DAT). Five persons with moderate stage DAT engaged in conversation with the first author. Three topics related to activities of daily living, recreational activities, food, and grooming, were broached. Each topic was presented three times to each participant: once as a baseline condition, once with auditory redirection to topic, and once with visual redirection to topic. Transcripts of the interactions were scored for overall coherence. Condition was a significant factor in that the DAT participants exhibited better topic ...
Cultural Learning Processes Through Local Wisdom: A Case Study On Adult And Lifelong Learning In Thailand, 2015 Lindenwood University
Cultural Learning Processes Through Local Wisdom: A Case Study On Adult And Lifelong Learning In Thailand, John A. Henschke Edd
IACE Hall of Fame Repository
This article provides the background and concept of Thailand Lifelong Learning [LLL], even attempting a definition. The Thai LLL vision encompasses strategies for developing human qualities such as integrity, self-reliance, adaptability, resilience, and spirituality, to name a few. In some regards LLL seeks to recapture a more fully-developed perspective, on what in earlier times and places [1238 AD in Thailand], was called 'indigenous education', as it now pursues the benefits of a vibrant Learning Society. Progress of LLL in Thailand at times seems to be very slow and methodological rather than dynamic. It stems from developing a policy of learning ...
The Gift That Can Save Lives: Teaching Black Students To Become Good Readers, 2015 Fayetteville State University
The Gift That Can Save Lives: Teaching Black Students To Become Good Readers, Gail L. Thompson, Cynthia T. Shamberger
Journal of Research Initiatives
This article provides a critical look at the historical barriers to learning for African American students attending public schools. It includes an emphasis on the negative school experiences of Black students, as well as statistics on the academic performance of the Black student population. Strategic tools to help educators address the unique needs of Black students and ways of engaging parents to support the academic progress of their children are included.
Delayed Gratification Behavior Among Elementary School Children: An Intervention Model, 2015 University of the Southern Caribbean
Delayed Gratification Behavior Among Elementary School Children: An Intervention Model, Nadine A. Joseph
Journal of Research Initiatives
In the 1960s, Walter Mischel conducted the first study on delayed gratification behavior (Goleman, 1995; Mischel, Shoda & Rodriquez, 1989). Since then, many other follow-up studies have been done to prove what sociologists call ‘the delayed gratification pattern’ (see Funder, Block & Block; Logue & Chavarro 1992). These studies propose that participants who are able to delay gratification around of the age of four were better adjusted and more dependable during their adult lives. Studies conducted to assist participants who were unable to delay gratification could not be uncovered. In this study, researchers invited parents and teachers to use intervention techniques over a one school year period to shape waiting behavior among 100 first year elementary school children who were unable to delay gratification for 20 minutes ...
Teacher Preparedness For And Implementation Of Response To Intervention To Support The Learning And Behavioral Needs Of African-American Students: Implications For Educational Leaders, 2015 Atlanta University Center
Teacher Preparedness For And Implementation Of Response To Intervention To Support The Learning And Behavioral Needs Of African-American Students: Implications For Educational Leaders, Lillian M. Harris
Electronic Theses & Dissertations Collection for Atlanta University & Clark Atlanta University
The purpose of this mixed methodological study was to explore perceptions, attitudes, and beliefs that urban middle school teachers have regarding their preparedness to implement Response to Intervention (RTI) and research-based interventions. The independent variables were Administrative Support, Teacher Professional Development, and RTI Resources; the dependent variable was Teacher Preparedness. Quantitatively, the specific tradition of inquiry was correlational research because it dealt with the extent of the relationship between specific variables. Qualitatively, the specific tradition of inquiry was the phenomenological approach because it dealt with the single concept of teacher perception of their preparedness to implement a required process. Ultimately ...
Research-Based Strategies For Students With Learning Disabilities: Focus On Phonics And Fluency, 2015 Indiana University - Purdue University Fort Wayne
Research-Based Strategies For Students With Learning Disabilities: Focus On Phonics And Fluency, Robyn Fox
Other Graduate Research
Studies have shown that using research-based strategies for teaching phonics and fluency improve outcomes for students with learning disabilities. The availability and usability of research-based strategies are also in question. The purpose of this study is two-fold; (1) investigating teachers’ understanding and uses of research-based strategies in phonics and fluency for students with learning disabilities and (2) creating a handbook for teachers to use to better educate students with learning disabilities struggling in the areas of phonics and fluency. A qualitative research design utilizing a survey of elementary teachers from a Mid-Western state was used in this study. The survey ...
Strategies For Beginning College Students With Disabilities For The Successful College Experience, 2015 Indiana University - Purdue University Fort Wayne
Strategies For Beginning College Students With Disabilities For The Successful College Experience, Kate S. Jones
Other Graduate Research
This special project is a handbook with strategies for beginning college students with disabilities for the successful college experience. These students with disabilities do not need to learn through trial and error. This handbook can help guide them as they go through the difficult change college brings. In order to create this handbook, an extensive literature review was conducted and research was done through a survey. The purpose of this survey was to determine what college students with disabilities know about strategies and information that will assist them as they strive to have a successful college experience. The survey covered ...
The Effectiveness Of Self-Regulating Strategies On On-Task Behaviors Of A Student With Attention Deficit Hyperactivity Disorder, 2015 Indiana University - Purdue University Fort Wayne
The Effectiveness Of Self-Regulating Strategies On On-Task Behaviors Of A Student With Attention Deficit Hyperactivity Disorder, Dana L. Muehl
Other Graduate Research
Attention deficit/hyperactivity disorder (ADHD) has been on the rise over the past ten years, increasing to approximately eleven percent of the student population. While teachers work to manage the difficult behaviors, many recognize the benefits of teaching students to regulate their own behaviors. Self-regulating is an effective strategy to address academic and behavior challenges in students including those with ADHD. Self-regulating has been found to be successful in bringing about more on-task behaviors for students as well as creating an environment that requires less teacher monitoring of behaviors. Through self-regulating, students become aware of their own behaviors and learn ...
Differentiated Math Instruction: Instruction That Incorporates The Common Core State Standards And Effectively Addresses The Needs Of Sixth Grade Students. A Self-Study., 2015 The College at Brockport
Differentiated Math Instruction: Instruction That Incorporates The Common Core State Standards And Effectively Addresses The Needs Of Sixth Grade Students. A Self-Study., Nicole A. Cubiotti
Education and Human Development Master's Theses
My capstone was a self-study conducted in a sixth grade 15:1 classroom. The purpose of my research was to determine how to incorporate the Common Core State Standards for math and effectively meet the needs of sixth grade students with different levels of abilities. Different strategies and interventions were used in the classroom during one hour class period and then were reflected into a journal to document the experience.
The Effects Of Elementary School Teachers’ Instructional Practices On The Self-Confidence Of College Students With Dyslexia, 2015 Bridgewater State University
The Effects Of Elementary School Teachers’ Instructional Practices On The Self-Confidence Of College Students With Dyslexia, Christina Miceli
Honors Program Theses and Projects
When learning to cope with dyslexia, it is not uncommon for a child to develop a lack of self-confidence when falling behind academically in comparison to his or her same-aged peers. The teaching style and method of instruction in the classroom directly affects a dyslexic student’s self-confidence (Burden, 2009). Teacher responses collected through a questionnaire and voice recorded interviews were compared to college students with dyslexia’s survey and interview responses. This research determined there are discrepancies that exist among students self-identified with dyslexia, their descriptions of the impacts of elementary school teachers, and the perceptions of the strategies ...
The Affects Of Executive Functions In Children With Adhd And The Impact On Their Literacy Development, 2015 The College at Brockport
The Affects Of Executive Functions In Children With Adhd And The Impact On Their Literacy Development, Nicole Pettrone
Education and Human Development Master's Theses
In education, there have been an increase number of students who are diagnosed with Attention Deficit/Hyperactive Disorder (ADHD). Although not all students with ADHD demonstrate executive function deficits, it’s been proven executive function deficits typically affect students with ADHD and their academic performance. Using a group of three fourth grade participants, the current study examines students with ADHD and how executive functions affect their literacy development in their regular classroom and how teachers can employ techniques and strategies to help bridge this gap. The results suggest students diagnosed with ADHD struggle with executive function development. Moreover, with implementation ...
Cognitive Function And The Administration Of A Writing Strategy Compendium Incorporating Autobiographical Recall And Art, 2015 The University of Southern Mississippi
Cognitive Function And The Administration Of A Writing Strategy Compendium Incorporating Autobiographical Recall And Art, Jonnie Sue Cleveland
The ability to write is vital in many academic areas (U.S. Department of Education, 2011). Roughly 70 percent of U. S. students in a representative sampling during 2010 (grades 8 and 12) scored only at the Basic (fractional grasp of prerequisite information and abilities) level and below (U.S. Department of Education, 2011).
Fifty-four percent of students in the eighth grade and 52 percent of students in the twelfth grade in the United States scored at the Basic level. Another 20 percent of students in the eight grade and 21percent of students in the twelfth grade scored below the ...
The Effects Of Schema-Based Instruction On Word Problem Solving In Students With Disabilities, 2015 Georgia College and State University
The Effects Of Schema-Based Instruction On Word Problem Solving In Students With Disabilities, Tamika C. James
Specialist in Education Degree (Ed.S.) Theses
Word problem solving is a difficult portion of the math curriculum for students with disabilities. Schema-based instruction is an intervention used to help these students increase their word problem solving performance. This study involves three 9th grade students (1 female and 2 male) who attended a public high school in the southeastern part of the United States. The intervention took place in a small group setting. A single subject multiple baseline across participants design was used to implement schema-based instruction. Results indicate growth in word problem solving among these students at the secondary level. Diagram generation and quality was ...