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Articles 1 - 17 of 17
Full-Text Articles in Entire DC Network
Mental Health In U.S. Schools: Problems, Interventions, And Future Directions, Emma Rumpf-Snavely
Mental Health In U.S. Schools: Problems, Interventions, And Future Directions, Emma Rumpf-Snavely
Journal of Critical Issues in Educational Practice
The psychological well-being of American children has been a concern due to the rise in mental health issues. Efforts have been made to tackle some of the issues that are most prevalent among youth such as stress, depression, bullying, substance abuse, suicide and self-harm. Attempted solutions include legislation at the state level, school-wide regulations, and individualized supports. Despite these efforts, there are still discrepancies with implementation and regulation of policies and programs. These inconsistencies have resulted in the continual decline in the mental health of American youth. The United States can gain a more focused direction for their mental health …
Secondary Mathematics Teacher Beliefs: Heterogeneous Or Homogenous Tracking And Ability Grouping, Andrew Hughes
Secondary Mathematics Teacher Beliefs: Heterogeneous Or Homogenous Tracking And Ability Grouping, Andrew Hughes
Journal of Critical Issues in Educational Practice
This study focused on secondary school mathematics teachers’ beliefs about tracking (ability grouping across classes) and ability grouping within classes and their perceived effects on student achievement, student affects and behaviors, and instruction. Case study methodology was employed, and semi-structured interviews conducted with a purposive sample of six teachers from two schools in a city within the southeastern United States. Three teachers worked in a school that predominantly tracks their students while the other three teachers worked in a school that mixes their students by ability across classes. Data from this study are consistent with social inequities reported in tracking …
Women Elementary Principals And Work-Life Balance, Joyce Lee Yang
Women Elementary Principals And Work-Life Balance, Joyce Lee Yang
Journal of Critical Issues in Educational Practice
Work-life balance (WLB) is a challenge for principals to navigate as the ever-increasing responsibilities require more time. Because time is limited, achieving balance between principals’ workloads and home responsibilities can cause significant stress. Often, women principals face additional challenges because of childcare and household responsibilities. To support principals in their practice and encourage them to enter and persist in the role, better policies and practices should be implemented. By providing more site level staff, fostering a culture where WLB is valued, releasing principals from non-essential obligations, and training principals to prioritize tasks, districts can help mitigate the overload principals experience.
Adapted Shared Reading: A Study Of Its Effectiveness In Inclusive Preschool Classrooms, Andrea Golloher
Adapted Shared Reading: A Study Of Its Effectiveness In Inclusive Preschool Classrooms, Andrea Golloher
The Journal of Special Education Apprenticeship
Adapted shared storybook reading has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for elementary-aged students with exceptional needs. Research on these methods has primarily been conducted with students in self-contained elementary classrooms and has lacked evidence of generalization to new texts. This study examined the use of the adapted shared reading program in inclusive early childhood classrooms. Using a multiple baseline across participants design, the program was shown to be effective at increasing engagement, listening comprehension, and communication during shared reading interactions. These skills were generalized to novel adapted texts. Teachers’ perceptions …
Table Of Contents
The Journal of Special Education Apprenticeship
No abstract provided.
Multicultural Education And Culturally And Linguistically Diverse Field Placements: Influence On Pre-Service Teacher Perceptions, Jerae Hutchison Kelly
Multicultural Education And Culturally And Linguistically Diverse Field Placements: Influence On Pre-Service Teacher Perceptions, Jerae Hutchison Kelly
The Journal of Special Education Apprenticeship
As public school student demographics continue to diversify, the employment of multicultural education pedagogy in special education becomes ever more critical. Multicultural education pedagogy supports the placement of special education pre-service teachers (SEPSTs) in culturally and linguistically diverse (CLD) field placements; yet scholars warn field placements have the potential to reinforce deficit-centered perceptions. Therefore, this pilot study sought to examine SEPSTs perceptions of students who are CLD and their educational needs in response to placement in CLD field experience through interviews with three SEPSTs in one teacher preparation program (TPP). Findings align with previous work in the field, underscoring the …
Developing And Implementing Fba-Bips In Elementary Classrooms: A Conceptual Replication, Shanna E. Hirsch Ph.D., Bcba-D, Allison L. Bruhn Ph.D., Kristina Randall Ph.D., Michelle Dunn Ph.D., Jill Shelnut Ph.D., John Wills Lloyd Ph.D.
Developing And Implementing Fba-Bips In Elementary Classrooms: A Conceptual Replication, Shanna E. Hirsch Ph.D., Bcba-D, Allison L. Bruhn Ph.D., Kristina Randall Ph.D., Michelle Dunn Ph.D., Jill Shelnut Ph.D., John Wills Lloyd Ph.D.
The Journal of Special Education Apprenticeship
The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral problems who are not receiving an intervention. The purpose of this study was to investigate the effects of functional behavioral assessments (FBAs) and BIPs for students with challenging behavior as well as their peers. We measured target student and peer academic engagement, as well as treatment integrity and social validity. As a result of the …
Effective Approaches In Reducing Reading Discrepancy Scores Between Students In General Education And Special Education, Jeannine M. Butler Ed.D., Karee O. Nasser Ed.D.
Effective Approaches In Reducing Reading Discrepancy Scores Between Students In General Education And Special Education, Jeannine M. Butler Ed.D., Karee O. Nasser Ed.D.
The Journal of Special Education Apprenticeship
This research study examined curricular and instructional approaches that help students who receive special education services meet common Illinois state standards as measured by annual state standardized testing. Despite having supportive accommodations and modifications, Illinois students who receive special education services have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. Participants included personnel from schools that were identified as being high performing while also having the smallest discrepancy between students in general education and special education. These schools were investigated to determine what approaches they use to have this reduced achievement …
Parent Knowledge Of The Definition Of Fape In Light Of The Endrew Vs. Douglas County School Board Decision, Karin M. Fisher Ph.D., Cassandra B. Willis Ph.D., Barbara E. Ransom J.D.
Parent Knowledge Of The Definition Of Fape In Light Of The Endrew Vs. Douglas County School Board Decision, Karin M. Fisher Ph.D., Cassandra B. Willis Ph.D., Barbara E. Ransom J.D.
The Journal of Special Education Apprenticeship
In 2017, the Supreme Court of the United States redefined Free and Appropriate Public Education (FAPE) for students with disabilities (SWD) in Endrew F. v. Douglas County School District. The Court’s new standard for FAPE was more demanding than previous rulings. Parents of SWD are expected to participate in the special education program process and a more robust Individualized Education Program (IEP) should be implemented to ensure sufficient student progress. However, it is unknown how much parents know about the Endrew F. Case and what, if any, impact the case had on IEP meetings since the ruling. To determine knowledge …
A Case Study Of The Development Of An Ecoach, Margaret P. Weiss, Kelley S. Regan, Holly D. Glaser
A Case Study Of The Development Of An Ecoach, Margaret P. Weiss, Kelley S. Regan, Holly D. Glaser
The Journal of Special Education Apprenticeship
Internship is a critical feature of teacher preparation programs and can be one of the most influential experiences for teacher candidates. New technologies, such as eCoaching, demonstrate promising results in providing richer experiences to teacher candidates during internship. eCoaching allows university supervisors to provide real-time feedback on instruction and has proven effective at improving teacher change. However, eCoaching is different from traditional university supervision. In this case study, we describe the evolution of a traditional university supervisor using eCoaching for the first time and the support she needs to be effective. Implications are discussed.
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
The Journal of Special Education Apprenticeship
Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self- regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was …
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
Teacher Knowledge Of Attention-Deficit/Hyperactivity Disorder And Classroom Management, Sarah J. Bolinger, Dr. Winnie Mucherah, Dr. Andrew M. Markelz
The Journal of Special Education Apprenticeship
There is limited research on teacher knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and classroom management; however, research suggests that teacher knowledge of ADHD influences teaching behaviors. This study investigates general education teachers’ and special education teachers’ knowledge of ADHD and the interaction with classroom management. In this study, 17 teachers responded to surveys about knowledge of ADHD and classroom management. Teachers scored an average of 61% on the knowledge of ADHD questionnaire. Contrary to the hypothesis, teacher knowledge of ADHD was not significantly related to classroom management. The relationship between knowledge of ADHD and classroom management needs further examination …
Table Of Contents And Editorial
Table Of Contents And Editorial
The Journal of Special Education Apprenticeship
No abstract provided.
Implementing Evidence-Based Practices Within Multi-Tiered Systems Of Support To Promote Inclusive Secondary Classroom Settings, Michael Mahoney Ph.D.
Implementing Evidence-Based Practices Within Multi-Tiered Systems Of Support To Promote Inclusive Secondary Classroom Settings, Michael Mahoney Ph.D.
The Journal of Special Education Apprenticeship
Research suggests that evidence-based practices (EBPs) implemented in secondary school settings will support the academic achievement of students with specific learning needs (Scruggs, Mastropieri, Berkeley, & Graetz, 2010). In order to effectively promote the use of EBPs in general education classroom settings, secondary schools are currently adopting multi- tiered systems of supports (MTSS) such as Positive Behavioral Interventions and Supports and Response to Intervention models (Fuchs & Fuchs, 2006; Sugai & Horner, 2006). However, secondary teachers’ may have limited knowledge of EBPs and adequate training in the implementation of EBPs in general education classroom settings (Kutash, Duchnowski, & Lynn, 2009; …
An Examination Of The Current Status Of Paraprofessionals Through Their Lens: Role, Training, And Supervision, Erin Zobell M.A., Jiwon Hwang Ph.D.
An Examination Of The Current Status Of Paraprofessionals Through Their Lens: Role, Training, And Supervision, Erin Zobell M.A., Jiwon Hwang Ph.D.
The Journal of Special Education Apprenticeship
Revisions of the Individuals with Disabilities Education Act (IDEA) of 1997 allowed for districts to hire teachers’ aides to assist in the educational process. These teachers’ aides, known as paraprofessionals or paraeducators, have increased in number since 1997 and now play an important role in helping students with disabilities. The purpose of the current study is to diagnose the current situation of paraprofessionals in special education within the four key aspects of appropriate role, inappropriate role, training, and supervision. A total of 47 paraprofessionals participated in the survey. Using the paraprofessionals’ perspectives on what the challenges and demanding areas were, …
The Impact Of An Inclusive Post-Secondary Course On Pre-Service Teachers, Andrew R. Scheef Ph.D., Bishal Thapa, Ellie Lerum, Marcus I. Poppen
The Impact Of An Inclusive Post-Secondary Course On Pre-Service Teachers, Andrew R. Scheef Ph.D., Bishal Thapa, Ellie Lerum, Marcus I. Poppen
The Journal of Special Education Apprenticeship
Opportunities for inclusive postsecondary education for students with intellectual and developmental disabilities are becoming increasingly common at institutions of higher education in the United States. Although inclusive postsecondary opportunities benefit the entire campus, this may be especially true for students enrolled in teacher education programs. This research used qualitative methods to better understand how participation in an inclusive postsecondary course impacts pre-service teachers. Four primary themes emerged from the data, including (a) Self-Efficacy in Teaching, (b) Comfort with People with Disabilities, (c) Inclusion, and (d) Acceptance. Implications for practice and research are discussed.
To Close The Skills Gap, Technology And Higher-Order Thinking Skills Must Go Hand In Hand, Manying Qiu, Yaquan Xu, Emmanuel O. Omojokun
To Close The Skills Gap, Technology And Higher-Order Thinking Skills Must Go Hand In Hand, Manying Qiu, Yaquan Xu, Emmanuel O. Omojokun
Journal of International Technology and Information Management
Technology is rapidly changing the business landscape. Workforce skills gap is widening in the digital business environment. Universities and employers call for developing students’ higher-order thinking skills along with integrating technology into academic curricula. We conducted a survey to assess learning outcomes from two groups of undergraduate students: business majors and information technology (IT) majors. SAP ERP hands-on case studies were used for this comparative experiment. The student survey results showed that the students of both majors believed that learning SAP software can lead to more rewarding jobs and they felt confident about their competitiveness in the job market. Although …