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Articles 1 - 11 of 11
Full-Text Articles in Special Education and Teaching
Students’ Perceptions Of Crisis Intervention: Using A Trauma Informed Approach Versus Restraint, Mary Triana, Eric Bieniek
Students’ Perceptions Of Crisis Intervention: Using A Trauma Informed Approach Versus Restraint, Mary Triana, Eric Bieniek
National Youth Advocacy and Resilience Conference
This presentation reviews first-of-its-kind research that directly interviewed students who have experienced both restraint and a restraint-free trauma-informed approach during crisis. It will review the results of these interviews including students’ understanding of interventions, relationships with staff, and recommendations for schools.
A Trauma Responsive Approach To Fostering Resilience, Addressing Equity Issues And Improving Student Wellness And Academic Success, Mark Harrington, Joe Thompson, Kimberly Witeck
A Trauma Responsive Approach To Fostering Resilience, Addressing Equity Issues And Improving Student Wellness And Academic Success, Mark Harrington, Joe Thompson, Kimberly Witeck
National Youth Advocacy and Resilience Conference
We’ll start with our school’s motto, “Family, Love, Respect,” which is posted in nearly every hallway, office and gathering place in our school. We attempt to provide each student with a strong sense of each. Although ours is an alternative high school, filled with stories of trauma, neglect and despair, our students are resilient! With that in mind we have created a number of programs to encourage resilience, provide a healthy path forward, decrease student discipline, and foster student success. All of these programs, and the stories we share detailing what our students have overcome show just how resilient young …
Write The Book! How To Share Research And Promising Practices To Support Underserved Students, Douglas Rife
Write The Book! How To Share Research And Promising Practices To Support Underserved Students, Douglas Rife
National Youth Advocacy and Resilience Conference
The needs of our students have grown exponentially in the last two years. Educators, community services and care givers are at a loss to support all of the academic, physical and emotional challenges our students are facing. Learn tips and processes for writing a book to share your research, experience and solutions to ensure the happiness and success of ALL students.
Empowering Teacher Teams To Expand Student Ownership, Paul Martuccio, Paul J. Bloomberg Dr.
Empowering Teacher Teams To Expand Student Ownership, Paul Martuccio, Paul J. Bloomberg Dr.
National Youth Advocacy and Resilience Conference
The notion of empowerment is at the core of The Public School 13 learning culture. Empowerment is about creating conditions for strengthening efficacy school wide – for students, for teachers, for teams – for the COLLECTIVE! Learn how The Public School 13 cultivates teacher leadership through collaborative inquiry with a laser-like focus on expanding student ownership and agency.
“Re/Imagining Culturally Responsive Educational Practices (Crep) And Effectively Implementing Crep To Meet The Needs Of A Diverse Student Population”, Rena' Glass-Dixon, Shelbie Dixon-Brown
“Re/Imagining Culturally Responsive Educational Practices (Crep) And Effectively Implementing Crep To Meet The Needs Of A Diverse Student Population”, Rena' Glass-Dixon, Shelbie Dixon-Brown
National Youth Advocacy and Resilience Conference
The aim of this interactive workshop for educators and administrators is to promote cultural awareness and reflect on the impact that our own cultural influences have on the teaching and learning process. This interactive session will also allow professional educators and leaders to apply culturally informed practices to foster positive school climate, learning and academic achievement relevant to a widely diverse student population. The workshop strives to encourage dialogue between educators, administrators and interdisciplinary/inter-agency team members through the application of evidence-based practices for the development of a deeper understanding of ourselves and how our views as educators, schools and districts …
The Relationship Between Co-Teaching Partnerships And Student Achievement, Tikki N. Middleton
The Relationship Between Co-Teaching Partnerships And Student Achievement, Tikki N. Middleton
Electronic Theses and Dissertations
Due to legislative mandates schools are required to educate SWDs in the least restrictive environment alongside SWODs, which lead to the rise of co-teaching. However, enhancing the quality of co-teaching partnerships to impact student achievement poses a challenge for many school leaders due to the absence of quantitative data involving the impact of co-teaching on student achievement. The purpose of this study was to identify correlations among the qualities of co-teaching partnerships in grades six through eight as measured by The Colorado Assessment of Co-teaching (CO-ACT), and student growth percentiles from Spring 2019 Georgia Milestones Assessment (GMAS) data in middle …
You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis
You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis
National Youth Advocacy and Resilience Conference
It is an inescapable truth that schools must learn as much about their students and their experiences in order to create a culture built on relationships, which is the cornerstone to student learning. The dynamics and complexities of building positive relationships with students are impacted when teachers’ attitudes, values, and biases conflict with school culture. In this interactive “real talk” session, participants will examine their own biases and attitudes that may be hindering the cultivation of positive relationships. Participants will be introduced to a variety of approaches that can be used to evaluate the values, beliefs, and attitudes that are …
Qualitative Content Analysis Of Policy As An Expression Of Educational Theory On Special Education Preschool Placement Options, Jennifer M. Dineen
Qualitative Content Analysis Of Policy As An Expression Of Educational Theory On Special Education Preschool Placement Options, Jennifer M. Dineen
Electronic Theses and Dissertations
This study utilized a qualitative content analysis approach where the researcher collected policies and theories to analyze and interpret and to examine the relationship between developmental theories and Georgia preschool policies as they relate to inclusion using archived state policies found on the Georgia Department of Education and Department of Early Learning website. The theories of Vygotsky (1978), Piaget (1936), and Bronfenbrenner (1979) were examined, along with the public policies on Georgia preschool. These policies included Georgia Early Learning Development Standards, Bright from the Start operating guidelines, and Work Sampling System. The researcher found common themes and/or phrases in the …
Building A Better Risk Prevention Model, Steven Hornyak
Building A Better Risk Prevention Model, Steven Hornyak
National Youth Advocacy and Resilience Conference
This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.
The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman
The Values Grounded Learning Environment: Developing A Positive School Culture And Student Success, Michael J. Redivo Ph.D., Lynn Coleman
National Youth Advocacy and Resilience Conference
The Values Grounded Learning Environment training provides educators with a comprehensive positive behavior management model, including basic strategies for effective limit setting and positive reinforcement. It is a user friendly model that can be implemented in a variety of educational settings and provides a framework for thoughtfully responding to student behaviors and emphasizing student and staff accountability.
Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood
Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood
Electronic Theses and Dissertations
An on-line survey was conducted to investigate the assessment practices and perceptions of 366 practicing school psychologist in the state of Georgia concerning various operational components, and the use of RTI when determining SLD eligibility. Results were analyzed using ordinal logistic regression to determine if psychologists’ perceptions could be predicted based on various explanatory variables. Results revealed that a little over half of the respondents preferred assessment of cognitive processing deficits evidenced through patterns of strengths and weaknesses for establishing SLD classification; while well over two-thirds continue to also value analysis of cognitive ability (IQ) scores. Psychologists’ assessment practices were …