Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings,
2011
University of Nevada, Las Vegas
Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings, Shannon Marie Hennrich
UNLV Theses, Dissertations, Professional Papers, and Capstones
In the recent past, standards and access to resources for accountability and equity have been implemented nationally in schools. For example, the No Child Left Behind (NCLB) Act of 2001, was a federal mandate designed to raise the academic expectations and accountability of all learners. In addition, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and Section 504 of the Rehabilitation Act of 1973 were created to protect the rights of all individuals with disabilities in programs that receive federal funds and ensure equal access to knowledge. Additionally, English language learners (ELL) must be included in the general …
Determining Effective Formats For Providing Informational And Emotional Supports For Families,
2011
Western Michigan University
Determining Effective Formats For Providing Informational And Emotional Supports For Families, Luchara Wallace, Jillian White, Monica Spear
Luchara Wallace
Presented here are the results of two family-focused informational events that were designed to connect families of individuals with intellectual and developmental disabilities (IDD) with key support resources in their communities. The ultimate goal of these efforts was to determine the most effective formats for providing informational and emotional supports for families. Overall, families reported benefit from both events. Families noted informational support being most greatly appreciated across both events--weekend camp vs. day-long. While families noted that emotional support was most appreciated during the weekend camp.
The Research To Practice Gap In The Identification And Instruction Of Students At Risk For Reading Disabilities: Teachers' Perspectives,
2011
The University of Western Ontario
The Research To Practice Gap In The Identification And Instruction Of Students At Risk For Reading Disabilities: Teachers' Perspectives, Katherine Davidson
Electronic Thesis and Dissertation Repository
This study investigated teachers' uses of research on the identification and instruction of students at risk for reading disabilities (RD). It identified obstacles to teachers' uses of RD research and methods to bridge RD research and teachers' practices. Two theoretical frameworks underpinned the study. The knowledge utilization framework consisted of eight stages of knowledge use (reception, search/find, cognition, reference, effort, adoption, implementation, and impact), and three categories of obstacles to knowledge use (supply, demand, and context). A critical perspective also informed the study's methods, analyses, and implications. A mixed methodology was employed by way of: (a) a pre-pilot study which …
Implementing A Dialogic Reading Intervention: The Experiences Of Teachers Of Deaf And Hard Of Hearing Students,
2011
Dominican University of California
Implementing A Dialogic Reading Intervention: The Experiences Of Teachers Of Deaf And Hard Of Hearing Students, Jacquelyn Urbani
Education | Faculty Authored Dissertations and Theses
Deaf and hard of hearing children (hereafter DHH) frequently have delayed language and little experience with books because they do not share a common language with their hearing parents. However, there is little research concerning language and literacy development in the DHH classroom and equally little discussion of teacher responsibilities to address these issues. This study investigated the implementation of dialogic reading, which aims to engage students in active discussion and retellings of stories, using American Sign Language, called story signings. Because dialogic reading research with language delayed, hearing preschool students resulted in significant improvement of language skill (Whitehurst, Arnold, …
Evaluation Of A Merged Secondary And Special Education Program,
2011
Portland State University
Evaluation Of A Merged Secondary And Special Education Program, Ann Fullerton Dr., Barbara Ruben, Stephanie Mcbride, Susan Bert
Curriculum and Instruction Faculty Publications and Presentations
If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is the most widely implemented of the three, general and special education programs are separate. In the "integrated" model, separate programs are retained but faculty work together to develop some courses and/or field experiences in which special education candidates learn about the general education curriculum while general education candidates learn about inclusive education. …
The Inclusion Of Students With Disabilities In The Syrian Arab Republic,
2011
Kennesaw State University
The Inclusion Of Students With Disabilities In The Syrian Arab Republic, D. Jill Williams
D. Jill Williams
No abstract is currently available.
Dressing Up Dramatic Play: Including Preschoolers With Disabilitie,
2011
Selected Works
Dressing Up Dramatic Play: Including Preschoolers With Disabilitie, H. A. Jones
Katherine Zimmer
No abstract is currently available.
Special Educators' Perspectives Of Aligning Individual Education Program Goals Of Students With Severe Disabilities With The General Education Curriculum,
2011
Brigham Young University - Provo
Special Educators' Perspectives Of Aligning Individual Education Program Goals Of Students With Severe Disabilities With The General Education Curriculum, Kristi Noel Tonga
Theses and Dissertations
Aligning Individual Education Program (IEP) goals of students with severe disabilities with the general education curriculum is required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). This study sought to determine the perspectives of special educators regarding this requirement. Special educators from three school districts participated in focus groups to offer their perspectives in aligning IEP goals with the general education curriculum. The researchers also sought the special educators' perspectives with regards to providing access to the general education curriculum. The study found that special educators are striving to align IEP goals through the use of general …
Let Me See My Feedback: A Phenomenological Exploration Of The Feedback-Receiving Process At A University Counseling Center,
2011
Brigham Young University - Provo
Let Me See My Feedback: A Phenomenological Exploration Of The Feedback-Receiving Process At A University Counseling Center, David Doty Dayton
Theses and Dissertations
This study is a phenomenological investigation of psychotherapists' experience receiving quantitative and evaluative feedback on job performance. Participants were licensed psychologists working at a university counseling center. They were given feedback reports that compared their clients' psychotherapy outcomes with the outcomes of their colleagues' clients. Psychotherapy outcomes were measured using the Outcome-Questionnaire 45 (OQ-45), a self-report outcome instrument designed for tracking client progress through repeated measurement. Feedback reports included data about where psychotherapists' outcomes ranked (in quartiles) in comparison to the rest of the counseling center. Interviews were conducted with participants to gain a deeper understanding of their experience receiving …
Dissect: A Framework For Effective Inclusive Instruction In Science,
2011
Regent University
Dissect: A Framework For Effective Inclusive Instruction In Science, Jenny Sue Flannagan, Lucinda S. Spaulding
Lucinda S. Spaulding
In this presentation we present a framework for effective inclusive education in science.
A Quantitative Analysis Of An Eating Disorder Prevention Program,
2011
Brigham Young University - Provo
A Quantitative Analysis Of An Eating Disorder Prevention Program, Jennalee Murray
Theses and Dissertations
Eating disorders affect millions of people in the United States alone. This study aimed to test the effectiveness of a preventative curriculum for eating disorders called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Participants included an experimental group of 27 students in their ninth grade health class and a control group of 21 students. The research examined the integrity of the curriculum administration and changes in participating students' attitudes and behaviors. The outcome measures used were students' scores on the Eating Attitudes Test (EAT-26) and the Eating Survey (ES). …
Helping Students Who Can't Help Themselves: Special Education And The Deliberate Indifference Standard For Title Ix Peer Sexual Harassment,
2011
Brigham Young University Law School
Helping Students Who Can't Help Themselves: Special Education And The Deliberate Indifference Standard For Title Ix Peer Sexual Harassment, Annette Thacker
Brigham Young University Education and Law Journal
No abstract provided.
Ethnic Identity And Well-Being: A Meta-Analytic Review,
2011
Brigham Young University - Provo
Ethnic Identity And Well-Being: A Meta-Analytic Review, Lynda Rae Silva
Theses and Dissertations
This meta-analysis provided a synthesis of the research examining the relationship between the construct of ethnic identity and global well-being, variously measured. The aims of this systematic review were to ascertain the overall magnitude of the association between ethnic identity and well-being, as well as to explore the impact of moderating variables on the association. A total of 184 studies were analyzed, resulting in an omnibus effect size of r = .17, suggesting a modest but statistically significant relationship between these two constructs. Younger participants demonstrated a stronger relationship between ethnic identity and well-being. Participants in the low acculturation category …
The Relationship Between The Level Of School-Involvement And Learned Helplessness Among Special-Education Teachers In The Arab Sector,
2011
Al- Qasmi College- Baqa Elgarbia, Israel
The Relationship Between The Level Of School-Involvement And Learned Helplessness Among Special-Education Teachers In The Arab Sector, Agbaria Qutaiba
Australian Journal of Teacher Education
Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables that correlate with states that have an adverse effect on the education system, such as stress and burnout. Special-education teachers were randomly selected from several special-education schools. The findings gave considerable support to the hypotheses that predicted a negative correlation between school involvement and …
Essential Programs And Services Review: The Special Education Funding Model,
2011
Maine Education Policy Research Institute
Essential Programs And Services Review: The Special Education Funding Model, Walter J. Harris Phd, Ida A. Batista
School Funding - Essential Programs and Services (EPS)
The purpose of this document is to review the special education funding component of the Essential Programs and Services funding model. This component was first implemented in 2005 -2006 and first reviewed in 2007-08. In order to establish a context for this second review, the sections below include an overview of special education and funding in the U.S. and in Maine.
Workshop On The Living Lecture For The Lifelong Learners,
2011
Lindenwood University
Workshop On The Living Lecture For The Lifelong Learners, John A. Henschke Edd, Susan K. Isenberg Phd
IACE Hall of Fame Repository
No abstract provided.
An Exploratory Investigation Of Frequently Cited Articles From The Early Childhood Intervention Literature, 1994 To 2005,
2011
Boise State University
An Exploratory Investigation Of Frequently Cited Articles From The Early Childhood Intervention Literature, 1994 To 2005, Juli Pool, Marisa Macy, Suzanne Bells Mcmanus, Jina Noh
Juli Lull Pool
The authors explored frequently cited articles across four peer-reviewed journals in early intervention (EI) and early childhood special education (ECSE). The Social Science Citation Index was used to examine journal articles from 1994 to 2005 in: Early Childhood Research Quarterly, Infants and Young Children, Journal of Early Intervention, and Topics in Early Childhood Special Education. Results for the most frequently cited EI/ECSE journal articles are reported.
A Family Strengths Approach To Early Language And Literacy Development,
2011
Boise State University
A Family Strengths Approach To Early Language And Literacy Development, Deborah Carter, David J. Chard, Juli Pool
Juli Lull Pool
Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important …
Overcoming Learning Barriers Through Knowledge Management,
2011
University College London
Overcoming Learning Barriers Through Knowledge Management, Itiel E. Dror, Tamas Makany, Jonathan Kemp
Research Collection Lee Kong Chian School Of Business
The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid …
The Ethics Of Equity In The 21st Century University Classroom: Strategies To Help Make Your Classroom And Curriculum Accessible To All Learners,
2011
Kennesaw State University
The Ethics Of Equity In The 21st Century University Classroom: Strategies To Help Make Your Classroom And Curriculum Accessible To All Learners, D. Jill Williams
D. Jill Williams
No abstract is currently available.
