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Full-Text Articles in Education

Living With Students: Lessons Learned While Pursuing Tenure, Administration, And Raising A Family, Michael Humphrey, Janet Callahan, Geoff Harrison Mar 2016

Living With Students: Lessons Learned While Pursuing Tenure, Administration, And Raising A Family, Michael Humphrey, Janet Callahan, Geoff Harrison

Michael Humphrey

This case study is centered on two faculty-in-residence: one pursuing tenure and raising a young child while living in the residence halls and one an established professor and associate dean raising two teens while living in the residence halls. This case study offers two unique perspectives of faculty-in-residence at various stages in their career, living in residence with their students, working closely with students outside a typical classroom, all while managing professional and familial obligations.


Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow Feb 2016

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Kelli Esteves

Response to Intervention (RTI) helps schools raise student achievement for all adn address learning difficulties before sever academic problems requiring special education services can develop. Written by three experienced practitioners in the field, RTI Success is a one-stop resource for teachers, administrators, special educators, and other support staff putting this innovative model into practices. Throughout the book, "Spotlight' features illustrate how to carry out important RTI processes.


Intermediate Participatory Stages Of The Concept Of Unit Fraction: Two Students With Learning Disability, Jessica Hunt, Ron Tzur, Arla Westenskow Jan 2016

Intermediate Participatory Stages Of The Concept Of Unit Fraction: Two Students With Learning Disability, Jessica Hunt, Ron Tzur, Arla Westenskow

Ron Tzur

No abstract provided.


Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele Oct 2015

Select Methods For Teaching Reading To Ells [Book Chapter], Amy L. Boele

Amy Boele

No abstract provided.


Use Of The Early Warning System Within An Rti Framework In High School, Evelyn Johnson, Carrie Semmelroth Sep 2015

Use Of The Early Warning System Within An Rti Framework In High School, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.


What Makes For An Effective Special Education Teacher?, Evelyn Johnson, Carrie Semmelroth Sep 2015

What Makes For An Effective Special Education Teacher?, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.


Piloting New Sld Identification Criteria: Implications For Policy, Practice And Students, Evelyn Johnson, Carrie Semmelroth, Daryl Mellard Sep 2015

Piloting New Sld Identification Criteria: Implications For Policy, Practice And Students, Evelyn Johnson, Carrie Semmelroth, Daryl Mellard

Carrie Semmelroth

No abstract provided.


Sources Of Variance In A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth Sep 2015

Sources Of Variance In A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.


Examining The Validity Of A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth Sep 2015

Examining The Validity Of A Special Education Teacher Observation Tool, Evelyn Johnson, Carrie Semmelroth

Carrie Semmelroth

No abstract provided.


Validating An Observation Tool To Measure Special Education Teacher Effectiveness, Carrie Semmelroth, Evelyn Johnson Sep 2015

Validating An Observation Tool To Measure Special Education Teacher Effectiveness, Carrie Semmelroth, Evelyn Johnson

Carrie Semmelroth

This presentation uses Kane’s (2006) validity argument approach to validate an observation tool that evaluates special education teacher effectiveness through the implementation of evidence-based instructional practices. Relevant evidence for two of the four validity inferences (scoring and generalization) will be interpreted and applied towards the development of the special education observation tool.


Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson Jul 2015

Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson

Marion Meiers

The Victorian Deaf Education Institute (VDEI), Department of Education and Early Childhood Development (DEECD) commissioned the Australian Council for Educational Research (ACER) to undertake a project to design, conduct and analyse the learning needs of teachers of the deaf and hard of hearing. The focus of the study was to identify any gap between teachers’ existing skills and knowledge and the skills that are needed to optimise student learning outcomes.


Reconciling Leadership And Partnership: Strategies To Empower Professionals And Families, Keith W. Allred, Christine L. Hancock Jun 2015

Reconciling Leadership And Partnership: Strategies To Empower Professionals And Families, Keith W. Allred, Christine L. Hancock

Keith W. Allred

When early childhood professionals attempt to carry out traditional leadership roles at the same time they implement family-centered early care and education, they may find themselves in a quandary. A number of the assumptions associated with traditional leadership are not in harmony with family-centered practices, which include engaging families as partners with programs and teachers in their children’s development and learning (Douglass & Gittell 2012). In their work with families, early childhood professionals often find themselves challenged by the need to be both leaders and partners.


Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow Jul 2014

Rti Success: Proven Tools And Strategies For Schools And Classrooms, Elizabeth Whitten, Kelli Esteves, Alice Woodrow

Elizabeth Whitten

This all-in-one resource provides information on Response to Intervention (RTI) as well as step-by-step administrator guidelines and practical teacher tools for implementation. Despite ongoing federal initiatives meant to increase the profile and prevalence of RTI in the nation's schools, many educators continue to have questions about the framework. What are the three tiers of intervention? How do screening and progress monitoring work? Is there funding available? "RTI Success" provides the "what" and "how-to" information that educators have been asking for. Features of the book include: Step-by-step guidelines for implementing RTI100+ teacher-friendly, research-based strategies for targeting specific skill deficits"What ...


Building Comprehension In Adolescents: Powerful Strategies For Improving Reading And Writing In Content Areas, Linda Mason, Robert Reid, Jessica Hagaman Mar 2014

Building Comprehension In Adolescents: Powerful Strategies For Improving Reading And Writing In Content Areas, Linda Mason, Robert Reid, Jessica Hagaman

Robert Reid

Co-authored by Jessica Hagaman, UNO faculty member.

Comprehension problems have become an epidemic: One out of every four secondary school students is unable to read and comprehend the material in textbooks.Start addressing the root of the problem today with this practical guidebook, designed to strengthen adolescents' reading comprehension and written expression so they can master academic content. Developed for middle and high school teachers, this book helps educators improve students' reading and writing through Self-Regulated Strategy Development (SRSD), an evidence-based instructional approach that shows students how to apply proven strategies independently to boost their school success. Teachers will get ...


Strategy Instruction For Students With Learning Disabilities, Second Edition, Robert Reid, Terri Lienemann, Jessica Hagaman Mar 2014

Strategy Instruction For Students With Learning Disabilities, Second Edition, Robert Reid, Terri Lienemann, Jessica Hagaman

Robert Reid

Co-authored by Jessica Hagaman, UNO faculty member.

Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print ...


Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade Jan 2014

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Jack Hourcade

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.


Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade Jan 2014

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Patricia Hampshire

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.


Enhancing Emergent Literacy Opportunities For Preschool Students With Disabilities: A Teacher’S Guide To Reading Aloud, Katherine Zimmer Sep 2013

Enhancing Emergent Literacy Opportunities For Preschool Students With Disabilities: A Teacher’S Guide To Reading Aloud, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.


Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson Aug 2013

Learning Needs Analysis For The Deaf Education Sector, Julie Kos, Marion Meiers, Lawrence Ingvarson

Dr Julie Kos

The Victorian Deaf Education Institute (VDEI), Department of Education and Early Childhood Development (DEECD) commissioned the Australian Council for Educational Research (ACER) to undertake a project to design, conduct and analyse the learning needs of teachers of the deaf and hard of hearing. The focus of the study was to identify any gap between teachers’ existing skills and knowledge and the skills that are needed to optimise student learning outcomes.


Preparing Teachers For Students With Autism, Katherine Zimmer Jul 2013

Preparing Teachers For Students With Autism, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.


Examining The Experiences And Decisions Of Parents/Guardians: Participant Directing The Supports And Services Of Adults With Significant Intellectual And Developmental Disabilities, Judith Gross, Luchara Wallace, Martha Blue-Banning, Jean Ann Summers, Ann Turnbull Jun 2013

Examining The Experiences And Decisions Of Parents/Guardians: Participant Directing The Supports And Services Of Adults With Significant Intellectual And Developmental Disabilities, Judith Gross, Luchara Wallace, Martha Blue-Banning, Jean Ann Summers, Ann Turnbull

Luchara Wallace

Participant direction is a service delivery model in which the consumer of public benefits, or his or her surrogate decision maker, exercises some level of choice and control over the consumer’s supports and services. In this case study, the authors examined the decisions and experiences of parents/guardians who directed supports and services for an adult with significant intellectual and developmental disabilities (SIDD). Respondents included the parents/guardian of the adult as well as others in the circle of support identified by the parents/guardians. Data analysis revealed an overarching theme in which respondents perceived participant direction as a ...


Preparing Special Educators: Identifying Aversions Towards Instructing Math, Michael Humphrey, Lee Woods Mar 2013

Preparing Special Educators: Identifying Aversions Towards Instructing Math, Michael Humphrey, Lee Woods

Michael Humphrey

Special education teachers are to be minimally proficient in all basic academic skill and content areas. Normally, this would not propose any problems for teachers performing at basic skill levels. However, what are the possible impacts when a special educator is required to instruct a student in a performance skill or content area in which they are not comfortable or proficient? How would this affect his or her ability and attitude instructing this content when students who are typically difficult to reach and difficult to teach? What can special education preparation programs do to identify future special educators in these ...


Video Self-Modeling (Vsm) And Improving Oral-Reading Fluency, Wanda G. Chandler Mar 2013

Video Self-Modeling (Vsm) And Improving Oral-Reading Fluency, Wanda G. Chandler

Wanda G. Chandler, Ed.D.

An adapted multiple-probe baseline, single-case research design with a pretest and posttest standardized reading assessment to evaluate the functional relationship between VSM (IV) and oral-reading fluency (DV). Two separate experiments were conducted with a total of eight, middle-school students with disabilities and a history of emotional and behavior disorders (EBD). The students received most instruction in a special education, self-contained classrooms for students with EBD. In Experiment I, participants received an average of 117 min of instruction, and in Experiment II, an average of 50 min. All participants made gains in oral-reading fluency. Demonstrable gains in reading self-efficacy were less ...


Curriculum Vitae, Lee A. Wilkinson Dec 2012

Curriculum Vitae, Lee A. Wilkinson

Lee A Wilkinson, PhD

Lee A. Wilkinson, PhD, NCSP, CCBT is a nationally certified school psychologist, licensed school psychologist and certified cognitive-behavioral therapist. He is also a university educator and serves on the school psychology faculty at Nova Southeastern University and Capella University where he teaches courses in consultation, child and adolescent psychopathology, and clinical intervention. His research and professional writing has focused primarily on behavioral consultation and therapy, and children and adults with autism spectrum disorders. He has published widely on these topics, both in the US and internationally. Dr. Wilkinson is the author of the award-winning book, "A Best Practice Guide to ...


Abc Analysis: Identifying How And Why Challenging Behaviors Occur, Katherine Zimmer, K. M. Murphy Sep 2012

Abc Analysis: Identifying How And Why Challenging Behaviors Occur, Katherine Zimmer, K. M. Murphy

Katherine Zimmer

No abstract is currently available.


Using Storybooks To Promote Language And Literacy Development With Infants And Toddlers, Katherine Zimmer Sep 2012

Using Storybooks To Promote Language And Literacy Development With Infants And Toddlers, Katherine Zimmer

Katherine Zimmer

No abstract is currently available.


Self-Management And Parents As Interventionists: Improving Homework Performance In Middle School Students With Disabilities, Patricia Hampshire, Gretchen Butera, Scott Bellini Apr 2012

Self-Management And Parents As Interventionists: Improving Homework Performance In Middle School Students With Disabilities, Patricia Hampshire, Gretchen Butera, Scott Bellini

Patricia Hampshire

As research has suggested, success with homework tasks directly relates to overall academic achievement (Coutts, 2004). In addition, homework provides a venue for developing organizational skills that become necessary as students learn to self-manage. Thus, the importance of developing homework strategies that support both student achievement and independence are essential. While literature on homework focuses on homework completion guidelines, home tutoring programs, and specific intervention packages for improving homework accuracy (Cancio, West, & Young, 2004), there is little research related to homework for students with disabilities. Deficits in organization and problem-solving skills may lead to frustration and problem behaviors (Myles, Ferguson ...


Improving Homework Performance And Independence In Students With Autism Spectrum Disorders Through Self-Management And Parents As Interventionists, Patricia Hampshire, Gretchen Butera, Scott Bellini Jan 2012

Improving Homework Performance And Independence In Students With Autism Spectrum Disorders Through Self-Management And Parents As Interventionists, Patricia Hampshire, Gretchen Butera, Scott Bellini

Patricia Hampshire

This mixed-method research study sought to improve outcomes for middle school students with Autism Spectrum Disorders (ASD) by using homework routines to deliver an intervention that employed parents as interventionists to develop students' self-management capacities. For students with ASD, developing independent skills is especially critical as they move through the K-12 system and prepare for adulthood. As key stakeholders in their child's education, the need for parents to develop skills that will support these efforts is also essential. For this study, the task of homework provided an arena to address independence and develop parents as interventionists. The design of ...


Increasing Faculty Awareness Of Students With Disabilities: A Two-Pronged Approach, Michael Humphrey, Lee Woods, Linda Huglin Jan 2012

Increasing Faculty Awareness Of Students With Disabilities: A Two-Pronged Approach, Michael Humphrey, Lee Woods, Linda Huglin

Linda Huglin

Many universities use a center-based model to deliver services to students with disabilities. A hybrid service delivery model utilizing a center-based disability resource and faculty mentors was recently implemented in a large, public university in the Northwestern United States. Noticeable improvements observed to date include increased administrative support, positive collaborations with teaching center staff, and increased faculty awareness of resources for instructing students with disabilities.


Youth And Administrator Perspectives On Transition In Kentucky's State Agency Schools, Norman Powell, Amy Marshall, Doris Pierce, Ronnie Nolan Dec 2011

Youth And Administrator Perspectives On Transition In Kentucky's State Agency Schools, Norman Powell, Amy Marshall, Doris Pierce, Ronnie Nolan

Norman W. Powell

Students, a large percentage with disabilities, are at high risk for poor post-secondary outcomes in nontraditional state agency schools. This mixed methods study described transition within Kentucky's state agency education programs, from the perspectives of youth and administrators. Results indicated: that transition is more narrowly defined within alternative education programs; that key strengths of transition practice are present in nontraditional schools; and that the coordination barriers within this fluid interagency transition system are most apparent in students' frequent inter-setting transitions between nontraditional and home schools.