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- Doctoral Dissertations and Projects (4)
- Education Faculty Articles and Research (4)
- Faculty of Education - Papers (Archive) (3)
- Education Reform Faculty and Graduate Students Publications (2)
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- ETSU Faculty Works (1)
- Early and Special Education Faculty Publications and Presentations (1)
- Education Faculty Publications (1)
- Georgetown Law Faculty Publications and Other Works (1)
- Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance (1)
- Law and Society Faculty Publications (1)
- Masters Theses & Specialist Projects (1)
- Teacher India (1)
Articles 1 - 23 of 23
Full-Text Articles in Education
A Transcendental Phenomenology Of Teachers' Experiences With Common Referral And Assessment Practices Of Twice-Exceptional Minority Students, Margeaux Kittles
A Transcendental Phenomenology Of Teachers' Experiences With Common Referral And Assessment Practices Of Twice-Exceptional Minority Students, Margeaux Kittles
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to understand which common practices are perceived to be the greatest contributors to the disproportionate representation of 2E, minority students in gifted education programs in north Georgia. The theories guiding this study are the theory of cognitive dissonance and the theory of social cognitive development. The theory of cognitive dissonance asserts that some level of dissonance is unavoidable when individuals are deciding the best course of action for 2E minority students. The theory of social cognitive development describes the influence of peers, adults, and culture on the cognitive development of a child. The …
Covid-19 And Education Disruption In Ontario: Emerging Evidence On Impacts, Kelly Gallagher-Mackay, Prachi Srivastava, Kathryn Underwood, Elizabeth Dhuey, Lance Mccready, Karen Born, Antonina Maltsev, Anna Perkhun, Robert Steiner, Kali Barrett, Beate Sander
Covid-19 And Education Disruption In Ontario: Emerging Evidence On Impacts, Kelly Gallagher-Mackay, Prachi Srivastava, Kathryn Underwood, Elizabeth Dhuey, Lance Mccready, Karen Born, Antonina Maltsev, Anna Perkhun, Robert Steiner, Kali Barrett, Beate Sander
Law and Society Faculty Publications
The COVID-19 pandemic has led to significant education disruption in Ontario. This has included mass and localized school closures, multiple models of educational provision and gaps in support for students with disabilities. The unequal distribution of school closures and pandemic- associated hardships, particularly affecting low-income families in which racialized and Indigenous groups, newcomers and people with disabilities are overrepresented, appear to be deepening and accelerating inequities in education outcomes, wherever data have been collected. Further, there are health risks associated with closures including significant physical, mental health and safety harms for students and children. Modelling suggests long-term impacts on students’ …
High Leverage Practices In Special Education Synthesis Coding Protocol, Gena Nelson
High Leverage Practices In Special Education Synthesis Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., …
Assessing Learning Of Students With Disabilities, Amit Kaushik
Assessing Learning Of Students With Disabilities, Amit Kaushik
Teacher India
ACER and the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) reviewed existing inclusive education policies and practices in the Asia-Pacific region with a particular focus on learning assessment of children with disabilities.
Increasing Inclusive Education Through A Learning Center Model: A California Approach, Aja Mckee, Audri Sandoval Gomez
Increasing Inclusive Education Through A Learning Center Model: A California Approach, Aja Mckee, Audri Sandoval Gomez
Education Faculty Articles and Research
Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with …
Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang
Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang
Education Faculty Articles and Research
Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive …
Conceptualizations Of Students With And Without Disabilities As Mathematical Problem Solvers In Educational Research; A Critical Review, Rachel Lambert, Paulo Tan
Conceptualizations Of Students With And Without Disabilities As Mathematical Problem Solvers In Educational Research; A Critical Review, Rachel Lambert, Paulo Tan
Education Faculty Articles and Research
Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing …
Falling Below The Line: Minimum Subgroup Size And Special Education Enrollment, Sivan Tuchman
Falling Below The Line: Minimum Subgroup Size And Special Education Enrollment, Sivan Tuchman
Education Reform Faculty and Graduate Students Publications
The No Child Left Behind Act of 2001 (NCLB) brought high-stakes accountability testing into every American public school with the goal of 100 percent proficiency for all students. Making annual yearly progress (AYP) toward this proficiency goal for the total student population as well as at-risk subgroups was required in order for schools to avoid possible sanctions, such as school restructuring. In implementing NCLB, states had flexibility to determine the minimum size of these subgroups as to provide statistical reliability and accountability for as many schools as possible. If a school did not meet the state’s minimum subgroup size, the …
Constructing And Resisting Disability In Mathematics Classrooms: A Case Study Exploring The Impact Of Different Pedagogies, Rachel Lambert
Constructing And Resisting Disability In Mathematics Classrooms: A Case Study Exploring The Impact Of Different Pedagogies, Rachel Lambert
Education Faculty Articles and Research
This study demonstrates the importance of a critical lens on disability in mathematics educational research. This ethnographic and interview study investigated how ability and disability were constructed over 1 year in a middle school mathematics classroom. Children participated in two kinds of mathematical pedagogy that positioned children differently: procedural and discussion-based. These practices shifted over time, as the teacher increasingly focused on memorization of procedures to prepare for state testing. Two Latino/a children with learning disabilities, Ana and Luis, used multiple cultural practices as resources, mixing and remixing their engagement in and identifications with mathematics. Ana, though mastering the procedural …
A Collective Case Study Of The Perceptions And Implementation Of Self Advocacy From Four Educators Of Students With Disabilities, Heather Heap
Doctoral Dissertations and Projects
This qualitative study identified four educators' perceptions and their implementation of teaching advocacy to students with disabilities within a public secondary educational setting. Federal mandates, such as Public Law 94-142, requested educators including administrators, counselors, special educators, and general educators to help facilitate self advocacy skills in the public educational setting. Using observations, comprehensive interviews, and available documentation, this collective case study identified four educators' experiences (an administrator, a counselor, a special educator, and a general educator) in developing student self advocacy as it pertains to the educators' perceived role in working with students with disabilities. This study identified their …
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
Doctoral Dissertations and Projects
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion …
When Rights, Incentives, And Institutions All Clash: The Case Of School Vouchers And Special Education In Milwaukee, Patrick J. Wolf, John F. Witte, David J. Fleming
When Rights, Incentives, And Institutions All Clash: The Case Of School Vouchers And Special Education In Milwaukee, Patrick J. Wolf, John F. Witte, David J. Fleming
Education Reform Faculty and Graduate Students Publications
Two highly controversial issues in the field of K-12 education in the U.S. are special education and parental school choice. Those two policy concerns converge surrounding the question of what proportion of students in school voucher programs compared to public schools have education-related disabilities, and whether or not the two school sectors are properly classifying and serving students with special education needs. We might expect private voucher-receiving schools to serve fewer students with disabilities than local public school systems due to the legal framework and institutional incentives surrounding special education and private schools. Most federal disability laws do not apply …
The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges In Co-Teaching, Sharon Gerst
Doctoral Dissertations and Projects
The purpose of this systematic grounded theory study was to explain how problems inherent in co-teaching relationships are resolved by secondary school special education and general education teachers at an urban school district in Eastern Iowa. The participants were general and special education secondary school teachers involved in effective co-teaching partnerships. Data was collected from five partnerships, utilizing focus groups, interpersonal behavior theory questionnaires, classroom observations, and individual interviews. The researcher analyzed the data using systematic grounded theory procedures of open coding, axial coding, and selective coding to develop a theory grounded in the data collected about the process by …
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
ETSU Faculty Works
Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii
The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii
Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance
The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …
Special Education, Poverty, And The Limits Of Private Enforcement, Eloise Pasachoff
Special Education, Poverty, And The Limits Of Private Enforcement, Eloise Pasachoff
Georgetown Law Faculty Publications and Other Works
This Article examines the appropriate balance between public and private enforcement of statutes seeking to distribute resources or social services to a socioeconomically diverse set of beneficiaries through a case study of the federal special education law, the Individuals with Disabilities Education Act (IDEA). It focuses particularly on the extent to which the Act’s enforcement regime sufficiently enforces the law for the poor. The Article responds to the frequent contention that private enforcement of statutory regimes is necessary to compensate for the shortcomings of public enforcement. Public enforcement, the story goes, is inefficient and relies on underfunded, captured, or impotent …
Determining Eligibility, Marie A. Lynch
Determining Eligibility, Marie A. Lynch
Faculty Publications
This investigation examined the relationship between school-based evaluations and private-agency educational evaluation (IEEs) written reports regarding the identification of children with specific learning disabilities (SLD). Analyses included determining the level of agreement between evaluations, and the procedures used to evaluate the special educational needs of the students assessed. Satisfactory agreement between evaluations was found when a broader spectrum of disability categories was compared, while less agreement was indicated when identifying SLD. The private agency used almost twice as many assessment tools than school-based evaluators to determine eligibility. The need for definitive assessment criteria, and the importance of collaboration among evaluators …
Judging Competence, Marie A. Lynch, Linda Capalbo
Judging Competence, Marie A. Lynch, Linda Capalbo
Faculty Publications
This study analyzed written records created by college clinical supervisors, of student teaching observations carried out during the Fall 2008 and Spring 2009 semester. Observations, conducted in public schools in a Northeastern state, reflected the dual enrollment status of each student teacher; that is, each candidate was observed, multiple times, in both a general elementary or middle level classroom and in a setting focused on students with special educational needs. The purposes of the analysis were to 1) examine the language used by the observer that both describes and evaluates the student teacher_s performance, particularly as it differentiates levels of …
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Masters Theses & Specialist Projects
Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and …
Investigating The Role Of Eportfolios And Online Courses In A Community Of Practice: Assisting Bulgarian Special Educators With Lifelong Competency Development, R. Peterson, J. Herrington, D. Konza, M. Tzvetkova-Arsova, K. Stefanov
Investigating The Role Of Eportfolios And Online Courses In A Community Of Practice: Assisting Bulgarian Special Educators With Lifelong Competency Development, R. Peterson, J. Herrington, D. Konza, M. Tzvetkova-Arsova, K. Stefanov
Faculty of Education - Papers (Archive)
Research and development for an Internet-facilitated distributed community of practice (DCoP) for special education in Bulgaria is in its final phase. The DCoP is called Special Education Bulgaria. Results from the needs assessment indicated that special education researchers, practitioners, and parents in Bulgaria would benefit from such a community and that there is sufficient Internet access. Formative evaluation results directed website usability and sociability improvements and the incorporation of Moodle, a popular course management system. An effectiveness evaluation is currently underway to investigate the DCoP’s effect on the job performance and satisfaction of special educators. Preliminary results indicate that though …
Establishing An Internet-Based Special Education Community In Bulgaria: A Summary Of Preliminary Findings And Future Steps, R. Peterson
Faculty of Education - Papers (Archive)
Research behind the establishment of an Internet-based community of practice, called Special Ed Bulgaria, www.specialedbulgaria.org, is discussed. Preliminary results show that special education researchers and practitioners in Bulgaria are familiar enough with using the Internet to benefit from an online community. Results also indicate that there is sufficient access to the Internet. Usability results directed modifications to the prototype online community and led to the incorporation of a popular course management system called Moodle.
Developing An Internet-Based Community For Special Education In Bulgaria, R. Peterson
Developing An Internet-Based Community For Special Education In Bulgaria, R. Peterson
Faculty of Education - Papers (Archive)
Research on special education practices in Bulgaria to develop an Internet-based community of practice is now underway. The study will answer a call to action to test the potential of online communities of practice (OCoPs) to close the gap between education research and practice. A secondary goal is to update findings about the feasibility of Internet-based instruction in Bulgaria. Qualitative and quantitative methods will be used to develop and evaluate a website and propose design principles for future OCoP development. Research has been guided by situated learning and legitimate peripheral participation theory as well as the design-based research approach. This …
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Case Studies Of High-Ability Students With Learning Disabilities Who Have Achieved, Sally M. Reis, Terry W. Neu, Joan M. Mcguire
Education Faculty Publications
We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting. …