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Full-Text Articles in Education
Effects Of Actively Involving Students With Ieps In The Progress Monitoring Process, Kelly Adams
Effects Of Actively Involving Students With Ieps In The Progress Monitoring Process, Kelly Adams
Master's Theses & Capstone Projects
Special education teachers are trying many ways to help students with IEPs achieve their goals. This action research study looks at one way educators might do that with the involvement of students with IEPs in the progress monitoring process, specifically students with math goals. Instead of having the progress monitoring process as something done to them, students with disabilities were encouraged to take an active role by goal setting, getting feedback, reflecting, and graphing their scores. The five fifth-grade students that this study followed showed signs of growth over the six weeks of this intervention. The findings of this action …
A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
A Systematic Review Of Research Syntheses For Students With Mathematics Learning Disabilities And Difficulties, Gena Nelson, Angela Crawford, Jessica Hunt
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We …
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
A Systematic Review Of Treatment Acceptability In Mathematics Instruction For Students With Learning Disabilities, Gena Nelson, Andrea Johnson, Mali Sawyer
Early and Special Education Faculty Publications and Presentations
Treatment acceptability is an aspect of social validity that refers to participants’ beliefs and perceptions about the intervention, such as the helpfulness of the strategies or the interventions’ efficacy to improve performance. The purpose of this study was to conduct a systematic review of treatment acceptability measures administered during mathematics interventions for students with learning disabilities (LD). We sought to identify the characteristics of the measures and the treatment acceptability outcomes. To be included in this review, studies had to (a) focus on testing the effectiveness of a mathematics intervention, (b) include preschool through 12th grade students who were diagnosed …
A Systematic Review Of The Quality Of Reporting In Mathematics Meta-Analyses For Students With Or At Risk Of Disabilities Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special …
Reviewing Tools For Evaluating K-12 Instructional Materials Through An Implementation Lens, Kristen R. Rolf, Sarah E. Pinkelman, Kaitlin Bundock
Reviewing Tools For Evaluating K-12 Instructional Materials Through An Implementation Lens, Kristen R. Rolf, Sarah E. Pinkelman, Kaitlin Bundock
Special Education and Rehabilitation Counseling Faculty Publications
This review examined how state-created tools for evaluating instructional materials support local schools and school districts to address implementation when adopting instructional materials. We followed a priori, systematic procedures to conduct a web search and visit each state’s department of education website in search of instructional materials evaluation tools. After identifying all of the state-created instructional materials evaluation tools in the areas of English/language arts and mathematics, we reviewed the tools and coded them for evidence of alignment with the six implementation indicators defined by the Hexagon Tool (Metz and Louison, The Hexagon Tool: exploring context. Based on Kiser, Zabel, …
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Validity Of A Special Education Teacher Observation System, Evelyn S. Johnson, Angela Crawford, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers’ ability to effectively implement evidence-based practices and to provide specific, actionable feedback to teachers on how to improve instruction. Following the guidance for developing effective educator evaluation systems, we employed the Evidence-Centered Design framework, articulated the claims and inferences to be made with RESET, and conducted a series of studies to collect evidence to evaluate its validity. Our efforts and results to date are described, and implications for practice and further …
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng
Early and Special Education Faculty Publications and Presentations
This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted …
Effects Of Cross-Age Tutors With Ebd For Kindergarteners At Risk Of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, Garrett J. Roberts
Effects Of Cross-Age Tutors With Ebd For Kindergarteners At Risk Of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, Garrett J. Roberts
Special Education Faculty Publications
Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the …
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Early and Special Education Faculty Publications and Presentations
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relationship between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Further, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and …
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan
Early and Special Education Faculty Publications and Presentations
In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.
The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham
The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham
Doctoral Dissertations and Projects
To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) …
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education and Communication Disorders Faculty Publications
In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all …
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates
Faculty Curated Undergraduate Works
Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …
‘When I Am Being Rushed It Slows Down My Brain’: Constructing Self-Understandings As A Mathematics Learner, Rachel Lambert
‘When I Am Being Rushed It Slows Down My Brain’: Constructing Self-Understandings As A Mathematics Learner, Rachel Lambert
Education Faculty Articles and Research
Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and …
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Special Education and Communication Disorders Faculty Publications
The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, …
The Impact Of Pictorial Representations In Teaching Math Word Problems To A Child With Autism, Hossein Shirvani
The Impact Of Pictorial Representations In Teaching Math Word Problems To A Child With Autism, Hossein Shirvani
Teaching and Learning Faculty Publications and Presentations
The study used a single subject A-B-A research design because it used one subject, an 18-year old boy participant who was diagnosed with having higher spectrum Autism (Asperger). The investigator examined the effect of pictorial representations of math word problems on the participant’s performance in solving one step, two steps, and three steps math word problems. The investigator found that the use pictorial representations improved the participant’s math achievement in solving math word problems. The investigator also found that the participant had difficulty understanding words with mathematical connotations.
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Doctoral Dissertations and Projects
Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction …
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Early and Special Education Faculty Publications and Presentations
Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, since students in their case loads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits and/or needs, and may experience additional challenges in their professional and personal lives. This qualitative study sought to better understand the nature of math phobia in two special educators through extensive interviews, journaling, and observations in math experiences, with a number of primary themes identified. Several potential resolutions for the …