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Full-Text Articles in Education
Adolescent Students With Disabilities And Learning Strategies, Lee Mattox
Adolescent Students With Disabilities And Learning Strategies, Lee Mattox
LC Journal of Special Education
The purpose of this paper is to analyze the classroom demands in middle and high school and the expectations for independent learning in adolescent students. This paper also examines the performance deficits that are commonly found in adolescents with disabilities. An overview of learning strategies instruction follows. Finally, implications for adolescent students from this type of instruction are discussed.
Creating Brave & Productive Learning Environments For Young Adolescents: Parents’ Perspectives Of Teacher-Parent And Teacher-Student Relationships, Leslie Rogers, Dan Hyson
Creating Brave & Productive Learning Environments For Young Adolescents: Parents’ Perspectives Of Teacher-Parent And Teacher-Student Relationships, Leslie Rogers, Dan Hyson
Middle Grades Review
Teachers are masters of content and of creating connections (e.g., students-content, students-students, teacher-students, teacher-parents). Both impact one’s ability to create and sustain brave and productive learning environments. Teachers connect students to the content, and to each other. At the top of the list of important connections are teacher-student and teacher-parent relationships. In the current paper, we examine these relationships from the perspective of parents of middle school students with disabilities, an under-studied group. We describe theories of learning that support investigating these relationships from parents’ perspectives and outline why this could be an impactful lens for teachers to consider. We …
Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman
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 …
The Effects Of Professional Development On Co-Teaching For Special And General Education Teachers And Students, Chelsea Miller, Kevin Oh
The Effects Of Professional Development On Co-Teaching For Special And General Education Teachers And Students, Chelsea Miller, Kevin Oh
The Journal of Special Education Apprenticeship
As we progress into a future where more students with IEPs are in general education classes, teachers must be innovative, creative, and passionate about providing an opportunity for all students to succeed in the classroom. Rather than students with IEPs be taken from their classrooms to receive remedial services from their special education teacher, it is more beneficial to all students and teachers to have education specialists and general education teachers co-teach classes (Conderman, 2011). Education specialists have extensive knowledge in acquisition of literacy skills, how to scaffold, and present information through multiple mediums. General education teachers are experts in …