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Persistence Of First-Generation College Students During Campus Closure, Ruby Lin
Persistence Of First-Generation College Students During Campus Closure, Ruby Lin
Journal of Critical Issues in Educational Practice
On March 11, 2020, the World Health Organization declared the coronavirus a pandemic, which caused the largest education disruption in world history. Prior to the pandemic, first-generation college students were considered an underrepresented and vulnerable population at four-year institutions (Engle & Tinto, 2008; House et al., 2020). This study sought to capture the lived experiences of seven first- generation colleges students at a four-year, private institution in Southern California who had to unexpectedly leave their university community during the COVID-19 pandemic. The participants recount their experiences of having to leave their university campus suddenly without direct access to resources provided …
Equity Requires Action: Principals’ Use And Value Of Culturally Proficient Educational Practice, Jaime E. Welborn Ph.D., Peter Flores Iii, Ed.D.
Equity Requires Action: Principals’ Use And Value Of Culturally Proficient Educational Practice, Jaime E. Welborn Ph.D., Peter Flores Iii, Ed.D.
Journal of Critical Issues in Educational Practice
This quantitative, descriptive study investigated K-12 public school principals' perceptions regarding the degree to which they use and value practices related to cultural competence in their roles as school leaders. While an abundance of literature regarding leadership in education, disparities in educational outcomes, and school change exists, inequities in policy and practice perpetuate academic and social setbacks for some of our nation's youth Using the lens of the Cultural Proficiency Framework, specifically the Essential Elements, this study aimed to address the research questions and add to the literature by examining (1) the school principals' value in using culturally competent practices; …
A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.
A Mixed Method Study Of Teachers' Perception Of Positive Reinforcement For Behavior Management, Maricela B. Aceves Ed.D., Debra L. Cote Ph.D., Sue Singh Ph.D., Ayako Shweikle Ph.D., Shannon L. Sparks Ph.D.
Journal of Critical Issues in Educational Practice
Abstract
Positive reinforcement is a behavior management technique supported by empirical evidence, known to enhance student performance and their outcomes (Alberto et al., 2022; Fabiano & Pelham, 2003; Scheuermann, 2022). However, many teachers encounter difficulties in effectively implementing this tool in their everyday classroom teaching practices. This mixed methods study aimed to contribute to existing literature focusing on instructional behavior of credentialed teachers. The findings revealed that teachers who received training in PBIS (Positive Behavioral Interventions and Supports) observed the following: (1) the overall benefits of rewarding appropriate student behavior with activities, (2) the significance of having adequate resources and …
Navigating Home Language Practice For Children With Disabilities: Insights From Korean-American Mothers' Online Communications, Jemma Kim, Young Suk Hwang, Yeon Kim, Sang Seok Nam
Navigating Home Language Practice For Children With Disabilities: Insights From Korean-American Mothers' Online Communications, Jemma Kim, Young Suk Hwang, Yeon Kim, Sang Seok Nam
The Journal of Special Education Apprenticeship
This study explores the home language practice (HLP) of Korean-American mothers with children who have developmental disabilities, including autism spectrum disorder. Data was collected from an online forum where these mothers discussed their experiences and decision-making processes following their child's diagnosis. Thematic analysis was conducted on the collected data to identify and develop themes related to their experiences. The study's framework is based on family-centered practices, emphasizing the importance of equal partnerships, cultural responsiveness, and information sharing between families and early intervention and early childhood special education (EI/ECSE) professionals. Factors that influence HLP decisions include mothers' perceptions of disabilities, professional …
Navigating Iep Meetings: Effective Approaches For Supporting Asian Families Of Children With Idd In Special Education, Kristina Rios, Wei-Mo Tu
Navigating Iep Meetings: Effective Approaches For Supporting Asian Families Of Children With Idd In Special Education, Kristina Rios, Wei-Mo Tu
The Journal of Special Education Apprenticeship
Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student’s IEP program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of parent involvement on student outcomes. However, many families face barriers to participation in the special education process. Culturally and linguistically diverse (CLD), including Asian families, especially face systemic barriers when accessing services for their children with disabilities. In order to better understand parents’ perceptions of stress in relation to …
A Group Reading Intervention With Individualized Error Correction For Middle School Students With Reading Difficulties, Shengtian Wu, Kasee K. Stratton, Daniel L. Gadke
A Group Reading Intervention With Individualized Error Correction For Middle School Students With Reading Difficulties, Shengtian Wu, Kasee K. Stratton, Daniel L. Gadke
The Journal of Special Education Apprenticeship
Reading difficulties are common among middle school students in the US, especially among those with disabilities. Unfortunately, there is a significant shortage of professionals (e.g., special educators) who can provide high-quality reading interventions. Small group (SG) intervention is a group instruction that helps more students in need per intervention session and may mitigate the aforementioned shortage. SG intervention packages often include various intervention components that address skill and performance difficulties. However, SG reading intervention research has mostly focused on helping elementary school students without disabilities. Also, many SG reading interventions used one-size-fits all approach which restricted individualization of error correction …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
Using Behavior Skills Training And A Group Contingency To Promote Mask-Wearing In An Early Childhood Special Education Classroom, Kaitlyn Smith, Hannah Macnaul, Marie Kirkpatrick
Using Behavior Skills Training And A Group Contingency To Promote Mask-Wearing In An Early Childhood Special Education Classroom, Kaitlyn Smith, Hannah Macnaul, Marie Kirkpatrick
The Journal of Special Education Apprenticeship
Coronavirus (COVID-19) and the resulting pandemic had widespread implications on the safety of the job tasks teachers are charged with each day. The Center for Disease Control (CDC, 2020) recommends people age 2 years and older should wear masks in public settings; however, for children with disabilities, wearing a mask may be difficult and as such, is not required. Special education teachers and students in particular are at high risk for exposure and contracting COVID-19. Therefore, behavior-analytic strategies that can teach and reinforce appropriate mask-wearing should be evaluated. Given the environment of schools at the time of the study, mask-wearing …
Examining The Effectiveness Of A Multimedia Video On Pedestrian Safety With Postsecondary Individuals With Intellectual Disabilities, Kristina N. Randall, Shanna E. Hirsch, Abigail A. Allen
Examining The Effectiveness Of A Multimedia Video On Pedestrian Safety With Postsecondary Individuals With Intellectual Disabilities, Kristina N. Randall, Shanna E. Hirsch, Abigail A. Allen
The Journal of Special Education Apprenticeship
Prior research suggests that the use of multimedia instruction along with video modeling increases the ability of individuals with intellectual disability (ID) to independently complete tasks. However, the previous research has not always included instruction of the underlying vocabulary, nor has it always resulted in skill maintenance. The purpose of the current study was to compare the effectiveness of multimedia instruction using video modeling to teach pedestrian safety signs to participants with ID to support skills needed for community. The effectiveness of the multimedia intervention was measured using a randomized control trial utilizing a pre-/posttest design. Participants’ knowledge grew significantly …
Interprofessional Practice Aligns With New California Teacher Performance Expectations For Students With Complex Communication Needs, Kai J. Greene, M.C. Kate Esposito
Interprofessional Practice Aligns With New California Teacher Performance Expectations For Students With Complex Communication Needs, Kai J. Greene, M.C. Kate Esposito
The Journal of Special Education Apprenticeship
Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares an interprofessional practice collaborative project developed between a university teacher preparation program and the speech-language pathology division of a large urban school district. As part of a requisite credential course on language development and early literacy skills, pre-candidate students in the education specialist credential program complete a course assignment led by a school-based speech-language …
Early Childhood Educators’ Readiness Embrace Inclusion For Preschool-Age Children With Disabilities In California, Sachi Kondo, Andrea Golloher, Lisa A. Simpson, Peg A. Hughes
Early Childhood Educators’ Readiness Embrace Inclusion For Preschool-Age Children With Disabilities In California, Sachi Kondo, Andrea Golloher, Lisa A. Simpson, Peg A. Hughes
The Journal of Special Education Apprenticeship
Despite the push to increase inclusive early childhood (EC) care and education programs to support the learning and development of all children, such programs remain rare in California where most preschoolers with disabilities receive special education services in special day classrooms. Developing inclusive programs requires EC educators who are committed to supporting inclusion. Using a survey of EC teachers in public and private programs, this study sought to identify factors that influenced the teachers’ attitudes toward and self-efficacy for providing inclusive programs for young children with disabilities. While most of the teachers reported positive views of inclusion, they reported less …
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann
The Journal of Special Education Apprenticeship
According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher …
Comparative Effects Of Presession And Interspersed Attention On Disruptive Behavior In An Inclusive Elementary Classroom, Kerry Kisinger, Charles L. Wood
Comparative Effects Of Presession And Interspersed Attention On Disruptive Behavior In An Inclusive Elementary Classroom, Kerry Kisinger, Charles L. Wood
The Journal of Special Education Apprenticeship
This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, …
Chronic Health Conditions, School Attendance, And Socioeconomic Factors: A Literature Review, Kristin Wikel, Andrew M. Markelz
Chronic Health Conditions, School Attendance, And Socioeconomic Factors: A Literature Review, Kristin Wikel, Andrew M. Markelz
The Journal of Special Education Apprenticeship
Students with chronic health conditions experience many challenges, such as increased school absences, that may impact academic success. Additional academic problems exist for students with chronic health conditions who also have socioeconomic status (SES) factors. A systematic literature review as conducted to study the interactions between chronic health conditions, absenteeism, and factors associated with SES. Findings suggest that asthma, the most common chronic health condition in children, is the leading cause of health-related school absences. Findings also suggest that factors associated with SES, such as family income, also impact school attendance for students with chronic health conditions. Although the results …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
Ready Or Not, Here We Go! Preparing For The Education Specialist Teaching Performance Assessment, Rosalinda J. Larios, Calli Lewis Chiu, Rohanna Ylagan-Nicanor
Ready Or Not, Here We Go! Preparing For The Education Specialist Teaching Performance Assessment, Rosalinda J. Larios, Calli Lewis Chiu, Rohanna Ylagan-Nicanor
The Journal of Special Education Apprenticeship
In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid conversation about preparing candidates sufficiently for the TPAs in order to avoid exacerbating the field that is struggling to recruit teachers. This article discusses three significant obstacles in preparing candidates for the assessment: challenges associated with identifying focus students, insufficient preparation among mentor teachers, and program …
A Practical Guide To Writing Behavior Intervention Plans For Young Children, Johanna P. Higgins, Samantha Riggleman, Marla J. Lohmann
A Practical Guide To Writing Behavior Intervention Plans For Young Children, Johanna P. Higgins, Samantha Riggleman, Marla J. Lohmann
The Journal of Special Education Apprenticeship
Early childhood special education (ECSE) teachers support children who qualify for Individualized Education Programs (IEPs) mandated by the Individuals with Disabilities Education Act (IDEA, 2004). ECSEs generally serve children under the age of five and are often asked to guide the development of a plan to decrease persistent challenging behaviors of children in classrooms. IDEA indicates that a Behavior Intervention Plan (BIP), based on the results of a Functional Behavior Assessment (FBA), be developed, written, and implemented when a child engages in behaviors preventing him/her or children in the classroom from learning. This article is designed to guide ECSEs and …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
Functional Analysis In Simulated Environments, Claire Donehower Paul, Jennifer Walker, Cathy Thomas, Matthew S. Taylor, Jamie Best, Morgan Diaz, Chad A. Rose, Eleazar Vasquez
Functional Analysis In Simulated Environments, Claire Donehower Paul, Jennifer Walker, Cathy Thomas, Matthew S. Taylor, Jamie Best, Morgan Diaz, Chad A. Rose, Eleazar Vasquez
The Journal of Special Education Apprenticeship
The need for highly effective and qualified special educators continues to be a national concern. One of the primary reasons why teachers leave the profession is a lack of effective behavior management skills. Learning how to assess challenging behavior and its causes through functional analysis is one method to enhance teacher skillset in this critical area. The purpose of this study was to investigate the use of a simulation environment to train pre-service and in-service general and special education teachers to conduct functional analysis procedures with fidelity and compare those results to traditional didactic instruction. The results of the study …
Peer-Mediated Instruction And Intervention To Support The Academic Achievement Of Secondary Students With Autism Spectrum Disorder: A Systematic Review Of The Literature, Michael W.M. Mahoney Ph.D.
Peer-Mediated Instruction And Intervention To Support The Academic Achievement Of Secondary Students With Autism Spectrum Disorder: A Systematic Review Of The Literature, Michael W.M. Mahoney Ph.D.
The Journal of Special Education Apprenticeship
The purpose of this paper is to review peer-mediated interventions (PMI) as an effective teaching strategy in supporting the academic achievement of students diagnosed with autism spectrum disorder (ASD) and additional learning needs. Using a systematic review of the literature, eleven (11) peer-reviewed articles met the criteria for inclusion. Results of this search identified four models of PMI that were used to promote on-task academic achievement and increases in correct academic responding. This paper concludes with suggestions for future research and recommendations for implementing peer-mediated interventions in larger inclusive secondary classroom settings.
Characteristics Of Special Education Field Placements: An Exploratory Study, Karin M. Fisher, Angela Norris
Characteristics Of Special Education Field Placements: An Exploratory Study, Karin M. Fisher, Angela Norris
The Journal of Special Education Apprenticeship
Research and policy in the field of teacher education recommend that special education (SPED) programs include opportunities for candidates to practice in supervised field experiences. Such field experiences (a) engage candidates in professional practice, (b) reduce their anxiety, (c) gain confidence, and (d) allow them to view themselves as educators. However, there is a lack of research on the characteristics of field placements in SPED. As a result of the dearth in the literature, the researchers discussed the results of an exploratory single survey study of 42 faculty members from institutes of higher education (IHE) from across the United States …
Understanding Novice Special Education Teachers’ And Paraeducators’ Mentorship Relationships: A Comparative Case Study, Maya Evashkovsky, Anna V. Osipova
Understanding Novice Special Education Teachers’ And Paraeducators’ Mentorship Relationships: A Comparative Case Study, Maya Evashkovsky, Anna V. Osipova
The Journal of Special Education Apprenticeship
Novice special education teachers (SETs) often report on stress and burnout in their jobs, identifying collaboration with colleagues as a factor that supports them during the first years (Belknap & Taymans, 2015). While previous research focused on teachers' support from their mentor teachers, administrators, and colleagues, in this study we examined the mentorship relationship between SETs and their classroom paraeducators. We analyzed interviews of three novice SETs who taught in a large urban school district. All participants taught in Special Day Classrooms (SDC) and worked closely with paraeducators. The findings of this comparative case study suggest that these relationships are …
Learning Outcomes And Learner Satisfaction: The Mediating Roles Of Self-Regulated Learning And Dialogues, Sean Eom, Nicholas Jeremy Ashill
Learning Outcomes And Learner Satisfaction: The Mediating Roles Of Self-Regulated Learning And Dialogues, Sean Eom, Nicholas Jeremy Ashill
Journal of International Technology and Information Management
The interdependent learning process is regarded as a crucial part of e-learning success, but it has been largely ignored in e-learning empirical research. Grounded in constructivist and social constructivist theory, we present and test an e-learning success model consisting of eight e-learning critical success factors (CSF) derived from constructivist and social constructivist models. Three hundred seventy-two on-line students from a Midwestern university in the United States participated in the survey. The data collected from the survey was used to examine the partial least squares structural equation model. The results highlight the importance of self-regulated learning and dialogical processes to explain …
Journal Of Critical Issues In Educational Practice Vol. 12, Tiffany Bates, Jaime Welborn, Christine Uliassi
Journal Of Critical Issues In Educational Practice Vol. 12, Tiffany Bates, Jaime Welborn, Christine Uliassi
Journal of Critical Issues in Educational Practice
It is our great privilege to be the editors of this journal. The opportunity to review the scholarly work of others and provide a forum for dissemination is important work. Three original pieces of research are included in this volume of the journal. Selected for originality and timeliness, it is our hope that some part of your educational practice might be informed. It is our goal to feature voices that might be considered outside of the expected or usual.
What is your philosophy of education? One might ask if this is ever a serious question or rather just an academic …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
A Descriptive Probe Into Current Introduction To Adapted Physical Education Courses In The United States Of America, Kylie Wilson M.A., Scott W.T. Mcnamara Ph.D., Lauren J. Lieberman Ph.D.
A Descriptive Probe Into Current Introduction To Adapted Physical Education Courses In The United States Of America, Kylie Wilson M.A., Scott W.T. Mcnamara Ph.D., Lauren J. Lieberman Ph.D.
The Journal of Special Education Apprenticeship
The number of public-school students with disabilities has increased in the last decade, as has support for teaching students with and without disabilities in the same setting. Consequently, sufficient adapted physical education (APE) training for pre-service physical education teachers is critical to ensure meaningful physical education experiences for all students. Few studies on how physical education teacher education (PETE) programs are preparing future physical educators to teach students with disabilities exist. The purposes of this study were to preliminarily describe current undergraduate APE introductory courses, including: (a) instructor demographics, (b) course characteristics, (c) course content and (d) practicum experiences. Twenty-six …
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.
The Journal of Special Education Apprenticeship
Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special …