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Special Education and Teaching

Journal of Inquiry and Action in Education

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Full-Text Articles in Education

Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D. Oct 2022

Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.

Journal of Inquiry and Action in Education

Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …

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Effects Of Providing Individualized Clinical Coaching With Bug-In-Ear Technology To Novice Educators Of Students With Emotional And Behavioral Disorders In Inclusive Secondary Science Classrooms, Dennis P. Garland Ph. D., Lisa A. Dieker Ph.D. Dec 2019

Effects Of Providing Individualized Clinical Coaching With Bug-In-Ear Technology To Novice Educators Of Students With Emotional And Behavioral Disorders In Inclusive Secondary Science Classrooms, Dennis P. Garland Ph. D., Lisa A. Dieker Ph.D.

Journal of Inquiry and Action in Education

Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms, yet also present behaviors making them least likely to be included. In this study, three novice middle school science teachers received individualized clinical coaching (ICC) with bug-in-ear (BIE) technology to increase their use of three-term contingency (TTC) trials among students who had EBD in inclusive science classrooms. Researchers used a multiple probe across participants single case design (Gast, 2010) to examine the percentage of the teachers’ completed TTC trials for managing student behaviors, the rate of correct student responses among …

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Assessing Teacher Concerns Regarding Response To Instruction And Intervention, Darlene Mckinney, Donald Snead Oct 2017

Assessing Teacher Concerns Regarding Response To Instruction And Intervention, Darlene Mckinney, Donald Snead

Journal of Inquiry and Action in Education

All individuals go through a process of change when implementing a new innovation. This descriptive study determines there is a difference in the stages of concern regarding Response to Instruction and Intervention (RTI2), Tennessee’s design model for Response to Intervention, (RTI) for 87 teachers from 8 different schools in a county in Middle Tennessee. The Concerns Based Adoption Model (CBAM) and the Stages of Concern Questionnaire (SoCQ) were used to gather results for this study. These differences in the stages of concern are described between faculty position sub-groups, teachers receiving Teacher Effect Data and those teachers not receiving …

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Enhancing Teacher Learning From Guided Video Analysis Of Literacy Instruction: An Interdisciplinary And Collaborative Approach, Carrie Eunyoung Hong, Irene Van Riper Jun 2016

Enhancing Teacher Learning From Guided Video Analysis Of Literacy Instruction: An Interdisciplinary And Collaborative Approach, Carrie Eunyoung Hong, Irene Van Riper

Journal of Inquiry and Action in Education

The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates’ learning …

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Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman Aug 2015

Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman

Journal of Inquiry and Action in Education

This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from …

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