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Full-Text Articles in Education
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Connie L. Fulmer
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Dorothy Garrison-Wade
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Measuring Rater Reliability On A Special Education Observation Tool, Carrie Lisa Semmelroth, Evelyn Johnson
Measuring Rater Reliability On A Special Education Observation Tool, Carrie Lisa Semmelroth, Evelyn Johnson
Carrie Semmelroth
This study used generalizability theory to measure reliability on the Recognizing Effective Special Education Teachers (RESET) observation tool designed to evaluate special education teacher effectiveness. At the time of this study, the RESET tool included three evidence-based instructional practices (direct, explicit instruction; whole-group instruction; and discrete trial teaching) as the basis for special education teacher evaluation. Five raters participated in two sessions to evaluate special education classroom instruction collected from two school years, via the Teachscape 360-degree video system. Data collected from raters were analyzed in a two-facet “partially” nested design where occasions (o) were nested within teachers …
Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, And How To Address These Challenges, Evelyn Johnson, Carrie Lisa Semmelroth
Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, And How To Address These Challenges, Evelyn Johnson, Carrie Lisa Semmelroth
Carrie Semmelroth
There is currently little consensus on how special education teachers should be evaluated. The lack of consensus may be due to several reasons. Special education teachers work under a variety of complex conditions, with a very heterogeneous population, and support student progress toward a very individualized set of goals. In addition, special education is marked by historical rates of attrition, with a lack of highly qualified teachers entering the field, and a number of special education teachers completing alternate certification programs, leading to a combined effect that impacts overall professional quality. In this article, we first review the challenges associated …
Making Performance-Based Evaluation Work For You: A Recipe For Personal Learning, Audrey Church
Making Performance-Based Evaluation Work For You: A Recipe For Personal Learning, Audrey Church
Audrey P. Church
Teacher observation and teacher evaluation are a given in American schools, and Charlotte Danielson's work in teacher effectiveness and professional practice has guided evaluation efforts for many years. There is a new, big kid in town, however. As Race to the Top requires documentation of student growth, and research shows that teacher effectiveness is a key factor in student learning, people see full implementation of performance-based teacher-evaluation systems in states and school districts across the nation. The goal of performance-based teacher evaluation is actually two-fold: first, to document teacher effectiveness and, second, to guide professional growth. Educators must not lose …