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Full-Text Articles in Education
A Case Study Exploring How The Zero Barriers In Stem Education Professional Development Program Affects Attitudes And Confidence Toward Teaching Stem Content To Students With Disabilities, Alison Dossick
Theses and Dissertations
This study was designed to assess how the Zero Barriers in STEM Education professional development (PD) course affected teacher attitudes and confidence in teaching science, technology, engineering, and mathematics (STEM) content to students with disabilities. A convergent mixed-methods case study analysis was used. The research questions were devised by examining answers on a pre-survey and post-survey. Documentation included a full analysis of two pre- and post-surveys, teacher implementation logs, team action plans, program evaluations, and semi-structured interviews. Barriers included time to plan and implement the outlined strategies and administrative and colleague support. This research uncovered some of the difficulties of …
Coaching Paraeducators To Accurately Record Student Response Data During Direct Instruction, Paige J. Carter Phd
Coaching Paraeducators To Accurately Record Student Response Data During Direct Instruction, Paige J. Carter Phd
Theses and Dissertations
Paraeducators serving students with disabilities outnumber special education teachers in the United States (Stewart, 2019; U. S. Department of Education et al., 2018). Paraeducators regularly provide instruction without the benefit of regular and effective training. One of the duties associated with instruction is the collection of instructional data. The purpose of this study was to examine a combination of training and coaching on the accuracy of recording student responses. In addition, a teacher-as-coach model was examined for feasibility with existing time and resources. A multiple baseline across participants design was planned. Special education teachers and paraeducators at a public separate …
An Intersectional Analysis Of Disproportionality Of Dual Language Learners In Special Education In Virginia: A Mixed Methods Study, Melissa J. Cuba
An Intersectional Analysis Of Disproportionality Of Dual Language Learners In Special Education In Virginia: A Mixed Methods Study, Melissa J. Cuba
Theses and Dissertations
The disproportionality of dual language learners (DLLs) in special education has been a persistent and complex issue for decades. These students have multidimensional identities that require a look at how they are positioned in school systems and the broader social landscape. Using a multilevel model of intersectionality and an explanatory mixed methods design, this study examines how social categories, practice, and policies influence the representation of DLLs in special education in Virginia, a state where DLLs represented 13 percent of the total student population in 2018-19. Findings from this study reveal overrepresentation and underrepresentation of 63 DLL subgroups using nuanced …
Examining The Relationship Of Administrative Support On Early Career Special Education Teachers’ Retention Decisions, Cassandra B. Willis
Examining The Relationship Of Administrative Support On Early Career Special Education Teachers’ Retention Decisions, Cassandra B. Willis
Theses and Dissertations
The purpose of this study was to examine the relationship between administrative support and retention of early career special education teachers. Research has shown that there is a shortage of special education teachers; however, teachers leaving the field may be driving the shortages. Based on the work of Schein’s (2003) theory of organizational culture, this study identified how different types of support (i.e., emotional, instructional, technical, and environmental) can influence early career special education teachers’ decision to remain in their current position. Participants, including teachers and administrators from a suburban school division in Virginia, completed a modified version of the …
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
MERC Publications
This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions …
The Use Of Outside Agents To Improve Special Education Service Delivery: A Mixed-Methods Analysis, Christine E. Young
The Use Of Outside Agents To Improve Special Education Service Delivery: A Mixed-Methods Analysis, Christine E. Young
Theses and Dissertations
Under the No Child Left Behind Act of 2001, states created statewide systems of support, in collaboration with existing agencies, to deliver targeted assistance to districts and schools identified as in need of support. With limited personnel and resources, state education agencies partnered with outside agents to address the needs of a growing number of low-performing schools. Support and services for low-performing schools were designed to increase opportunities for schools to meet academic content and achievement standards for all students. Strong outside agents (skilled in systems change, knowledge of interventions and capacity for relationship-building) have been shown to produce changes …
Educational Predictors For Postsecondary Living Status, Irina Cain
Educational Predictors For Postsecondary Living Status, Irina Cain
Theses and Dissertations
This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and …
Self-Determination For Students With Disabilities From A Hispanic Background In Transition From School To Work, Elin Cortijo-Doval
Self-Determination For Students With Disabilities From A Hispanic Background In Transition From School To Work, Elin Cortijo-Doval
Theses and Dissertations
the author did not submit an abstract
Asperger's Syndrome And Non-Verbal Learning Disabilities: A Study Of Differential Diagnosis Agreement Across Disciplines, Norman J. Geller
Asperger's Syndrome And Non-Verbal Learning Disabilities: A Study Of Differential Diagnosis Agreement Across Disciplines, Norman J. Geller
Theses and Dissertations
Mental health professionals tend to have a clinical perspective that is dependent upon Diagnostic and Statistical Manual of Mental Disorders-IV-TR (DSM-IV) criteria for a differential diagnosis. School-based clinicians are bound by regulations governing special education placement established by Individuals with Disabilities Education Act (IDEA). While both sets of clinicians generate diagnostic recommendations for students, the guidelines and criteria are not of parallel descriptors. AS is only a diagnosis provided for in DSM-IV. Non-verbal learning disability (NVLD) and high functioning autism (HFA) are addressed in both DSM-IV and IDEA. The dilemma presented to clinicians is intertwining the terminology of both fields …