Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics,
2011
University of Nevada, Las Vegas
Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics, Dustin B. Mancl
UNLV Theses, Dissertations, Professional Papers, and Capstones
Many students, specifically those with learning difficulties in mathematics, struggle when presented with word problems to solve. With this in mind, the purpose of this research was to examine the effects of the READER Strategyon word problem performance of students with mathematics disabilities and students who are at-risk to fail in mathematics. There were two parts to this research. Part One was implemented using a single-subject design (i.e., multiple-probe across participants) and Part Two was implemented using a group design (i.e., 2 x 4 factorial design). The single-subject design included three participants identified as having mathematics disabilities. There were two …
Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings,
2011
University of Nevada, Las Vegas
Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings, Shannon Marie Hennrich
UNLV Theses, Dissertations, Professional Papers, and Capstones
In the recent past, standards and access to resources for accountability and equity have been implemented nationally in schools. For example, the No Child Left Behind (NCLB) Act of 2001, was a federal mandate designed to raise the academic expectations and accountability of all learners. In addition, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and Section 504 of the Rehabilitation Act of 1973 were created to protect the rights of all individuals with disabilities in programs that receive federal funds and ensure equal access to knowledge. Additionally, English language learners (ELL) must be included in the general …
The Measurement Of Teachers' Implementation And Acceptability Of A Cbm Focus,
2011
Utah State University
The Measurement Of Teachers' Implementation And Acceptability Of A Cbm Focus, Aaron K. Peterson
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
Curriculum-Based Measurement (CBM) is a method that teachers use to formatively assess progress in reading, math, writing, and spelling. In recent years, different data-management systems have been created to systematically organize, group, and monitor data on multiple students for teachers to make better instructional decisions. Most data-management-systems are fee-based and can be cost-prohibitive, but CBM Focus is a free program consisting of the same concepts, charting, and data-entry methods. This project measured the social validity and implementation fidelity of CBM Focus—a curriculum-based measurement data management system for recording student reading, writing, and math records. Eleven participating elementary teachers in this …
Implementing A Dialogic Reading Intervention: The Experiences Of Teachers Of Deaf And Hard Of Hearing Students,
2011
Dominican University of California
Implementing A Dialogic Reading Intervention: The Experiences Of Teachers Of Deaf And Hard Of Hearing Students, Jacquelyn Urbani
Education | Faculty Authored Dissertations and Theses
Deaf and hard of hearing children (hereafter DHH) frequently have delayed language and little experience with books because they do not share a common language with their hearing parents. However, there is little research concerning language and literacy development in the DHH classroom and equally little discussion of teacher responsibilities to address these issues. This study investigated the implementation of dialogic reading, which aims to engage students in active discussion and retellings of stories, using American Sign Language, called story signings. Because dialogic reading research with language delayed, hearing preschool students resulted in significant improvement of language skill (Whitehurst, Arnold, …
Evaluation Of A Merged Secondary And Special Education Program,
2011
Portland State University
Evaluation Of A Merged Secondary And Special Education Program, Ann Fullerton Dr., Barbara Ruben, Stephanie Mcbride, Susan Bert
Curriculum and Instruction Faculty Publications and Presentations
If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is the most widely implemented of the three, general and special education programs are separate. In the "integrated" model, separate programs are retained but faculty work together to develop some courses and/or field experiences in which special education candidates learn about the general education curriculum while general education candidates learn about inclusive education. …
Special Educators' Perspectives Of Aligning Individual Education Program Goals Of Students With Severe Disabilities With The General Education Curriculum,
2011
Brigham Young University - Provo
Special Educators' Perspectives Of Aligning Individual Education Program Goals Of Students With Severe Disabilities With The General Education Curriculum, Kristi Noel Tonga
Theses and Dissertations
Aligning Individual Education Program (IEP) goals of students with severe disabilities with the general education curriculum is required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA). This study sought to determine the perspectives of special educators regarding this requirement. Special educators from three school districts participated in focus groups to offer their perspectives in aligning IEP goals with the general education curriculum. The researchers also sought the special educators' perspectives with regards to providing access to the general education curriculum. The study found that special educators are striving to align IEP goals through the use of general …
Let Me See My Feedback: A Phenomenological Exploration Of The Feedback-Receiving Process At A University Counseling Center,
2011
Brigham Young University - Provo
Let Me See My Feedback: A Phenomenological Exploration Of The Feedback-Receiving Process At A University Counseling Center, David Doty Dayton
Theses and Dissertations
This study is a phenomenological investigation of psychotherapists' experience receiving quantitative and evaluative feedback on job performance. Participants were licensed psychologists working at a university counseling center. They were given feedback reports that compared their clients' psychotherapy outcomes with the outcomes of their colleagues' clients. Psychotherapy outcomes were measured using the Outcome-Questionnaire 45 (OQ-45), a self-report outcome instrument designed for tracking client progress through repeated measurement. Feedback reports included data about where psychotherapists' outcomes ranked (in quartiles) in comparison to the rest of the counseling center. Interviews were conducted with participants to gain a deeper understanding of their experience receiving …
A Quantitative Analysis Of An Eating Disorder Prevention Program,
2011
Brigham Young University - Provo
A Quantitative Analysis Of An Eating Disorder Prevention Program, Jennalee Murray
Theses and Dissertations
Eating disorders affect millions of people in the United States alone. This study aimed to test the effectiveness of a preventative curriculum for eating disorders called Eating Disorders: Physical, Social, and Emotional Consequences, A High School Curriculum about Anorexia, Bulimia, and Compulsive Eating (EDPSEC). Participants included an experimental group of 27 students in their ninth grade health class and a control group of 21 students. The research examined the integrity of the curriculum administration and changes in participating students' attitudes and behaviors. The outcome measures used were students' scores on the Eating Attitudes Test (EAT-26) and the Eating Survey (ES). …
Helping Students Who Can't Help Themselves: Special Education And The Deliberate Indifference Standard For Title Ix Peer Sexual Harassment,
2011
Brigham Young University Law School
Helping Students Who Can't Help Themselves: Special Education And The Deliberate Indifference Standard For Title Ix Peer Sexual Harassment, Annette Thacker
Brigham Young University Education and Law Journal
No abstract provided.
Ethnic Identity And Well-Being: A Meta-Analytic Review,
2011
Brigham Young University - Provo
Ethnic Identity And Well-Being: A Meta-Analytic Review, Lynda Rae Silva
Theses and Dissertations
This meta-analysis provided a synthesis of the research examining the relationship between the construct of ethnic identity and global well-being, variously measured. The aims of this systematic review were to ascertain the overall magnitude of the association between ethnic identity and well-being, as well as to explore the impact of moderating variables on the association. A total of 184 studies were analyzed, resulting in an omnibus effect size of r = .17, suggesting a modest but statistically significant relationship between these two constructs. Younger participants demonstrated a stronger relationship between ethnic identity and well-being. Participants in the low acculturation category …
Essential Programs And Services Review: The Special Education Funding Model,
2011
Maine Education Policy Research Institute
Essential Programs And Services Review: The Special Education Funding Model, Walter J. Harris Phd, Ida A. Batista
School Funding - Essential Programs and Services (EPS)
The purpose of this document is to review the special education funding component of the Essential Programs and Services funding model. This component was first implemented in 2005 -2006 and first reviewed in 2007-08. In order to establish a context for this second review, the sections below include an overview of special education and funding in the U.S. and in Maine.
The Relationship Between The Level Of School-Involvement And Learned Helplessness Among Special-Education Teachers In The Arab Sector,
2011
Al- Qasmi College- Baqa Elgarbia, Israel
The Relationship Between The Level Of School-Involvement And Learned Helplessness Among Special-Education Teachers In The Arab Sector, Agbaria Qutaiba
Australian Journal of Teacher Education
Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables that correlate with states that have an adverse effect on the education system, such as stress and burnout. Special-education teachers were randomly selected from several special-education schools. The findings gave considerable support to the hypotheses that predicted a negative correlation between school involvement and …
Overcoming Learning Barriers Through Knowledge Management,
2011
University College London
Overcoming Learning Barriers Through Knowledge Management, Itiel E. Dror, Tamas Makany, Jonathan Kemp
Research Collection Lee Kong Chian School Of Business
The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid …
Elementary School Teachers’ Attitudes Toward Classroom Accommodations: The Effects Of Disability And School Type,
2011
Connecticut College
Elementary School Teachers’ Attitudes Toward Classroom Accommodations: The Effects Of Disability And School Type, Sarah Holland
Psychology Honors Papers
The purpose of this study was to compare the attitudes of elementary school teachers toward the inclusion of a student with either a moderate intellectual, physical, or behavioral disability. Participants were from eight different elementary schools; two magnet schools, one charter school, and five public schools from one school district. Participants were provided with a vignette describing one of three disability types and then rated 25 accommodations made for that student. Teachers’ attitudes toward these accommodations were measured by the three adapted subscales of the Adaptation Evaluation Instrument (AEI; Schumm & Vaughn, 1991), which addressed how desirable teachers believe each …
Paraeducators Perceptions Of Their Roles In Inclusive Classrooms: A National Study Of Paraeducators,
2011
Arizona State University
Paraeducators Perceptions Of Their Roles In Inclusive Classrooms: A National Study Of Paraeducators, Ida M. Malian Ph.D.
Electronic Journal for Inclusive Education
With increased mandates for providing FAPE, districts are employing paraprofessionals-specifically paraeducators to assist in special education as well as inclusive classrooms. A National Survey was conducted to ascertain paraeducators perceptions regarding their roles with inclusive classes, collaboration with general and special education teachers, responsibilities within the classroom regarding instruction and other management of the daily routines, their beliefs about teaching and training needs. Respondent included 202 paraprofessionals from 34 states with varying degrees of experience and training. Overall, paraprofessionals were positive about their roles in the classroom ad the impact of their work with students with disabilities. More time for …
Research Topic: Is Physical Education A Form Of Exclusionary Closure To Children With Disabilities?,
2011
Wright State University
Research Topic: Is Physical Education A Form Of Exclusionary Closure To Children With Disabilities?, Chiome Chrispen, Chadamoyo Patrick, Mudyahoto Tapiwa
Electronic Journal for Inclusive Education
Worldwide, there are benefits that accrue to children or adults who engage in physical activities (Johnson, 2009). Within this context, this study sought to find out the conditions under which students with disabilities participate in Physical Education in Zimbabwean schools. A purposive sample of 72 teachers and 15 heads of schools who are students of Great Zimbabwe University participated. The research was largely qualitative, gathering data through a survey that used an open ended questionnaire for teachers and focused interviews for school heads. The typical experiences in schools are a complete denigration of the children with disabilities. Evidence indicates that …
Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District,
2011
Gardner-Webb University
Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King
Education Dissertations and Projects
Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North …
Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities,
2011
Gardner-Webb University
Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins
Education Dissertations and Projects
Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. …
Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?,
2011
The Kibbutzim College of Education
Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?, Tsafi Timor Ph.D.
Electronic Journal for Inclusive Education
The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students' abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in …
Planning Learning Experiences In The Inclusive Classroom: Implementing The Three Core Udl Principles To Motivate, Challenge And Engage All Learners,
2011
Niagara University
Planning Learning Experiences In The Inclusive Classroom: Implementing The Three Core Udl Principles To Motivate, Challenge And Engage All Learners, Jennifer L. Jones, Karrie A. Jones, Paul J. Vermette
Electronic Journal for Inclusive Education
In 2010, Vermette, Jones, Jones, Werner, Kline & D’Angelo published a lesson planning format, the PLE (planned learning experience) designed to help teachers meet the demands of the ever diversifying, ever demanding American secondary classroom (Vermette et al., 2010). This model helps teachers do more than simply create a “lesson plan” (a list of maneuvers for the teacher), but provides a framework for crafting authentic, meaningful and engaging learning experiences for all students. Given this great challenge, this article deconstructs the PLE in light of the three core principles of UDL (Universal Design for Learning) and considers the ramifications of …
