Education Commons^™

An Examination Of Co-Teacher's Instructional Practices And Social Validity Following Participation In Professional Development, Jessica Sitton

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Because co-teaching teams often lack the support to continue to implement the evidence-based strategy of co-teaching beyond initial training and coaching sessions, this project studies the affect of training and coaching on teacher implementation and social validity following participation in co-teaching professional development. The Utah State Board of Education – Special Education (USBE-SES), from years 2012-2019, along with the Utah Professional Development Network (UPDN), from years 2014-2019 provided training, support and coaching to secondary co-teaching teams tied to the content areas of secondary mathematics and secondary English language arts (ELA). This project studied the continued use of instructional components specific …

Analysis Of Graduation, Dropout Rates And Trends For Students With Disabilities In Full-Time Online Schools, John Gutman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Graduation rates of students with disabilities (SWD) have significantly lagged behind those of students without disabilities in public schools. Dropout rates of SWD are higher than those of students who do not have disabilities. Rates of both graduation and dropouts in full-time k-12 online schools are significantly lower and higher, respectively, than those of traditional schools, and even lower and higher for SWD in those programs. The purpose of this study was to review data of three full-time k-12 online schools in Utah, compare graduation and dropout rates of SWD with those of SWD in all Utah public schools, and …

Instructional Strategies For Implementing Utah's Early Childhood Core Standards, Mark R. Noyce

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Children who are pre-lingually deaf or hard of hearing are often delayed in the acquisition and development of spoken language. Educators of the deaf and hard of hearing, of necessity, adapt and modify curriculum to ameliorate the delays inherent with hearing loss. Teachers utilize specialized strategies and techniques of presentation to adjust to the language and communication learning needs of children with hearing loss.
Curricula are written to identify the developmental sequence of concepts and skills expected of typically developing children. The Utah Early Childhood Core Standards (UECCS) was established to help prepare children to have the pre-requisite skills and …

How Does Utah's Lrbi Policy Compare With State Department Behavioral Intervention Standards Across The United States?, Robert L. Morgan, T. Loosli, Marilyn Likins Ph.D.

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Evaluation Of Utah's Prereferral Intervention Mandate, J. Ron Nelson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The primary purpose of the present study was to evaluate the impact of Utah's prereferral intervention policy on the numbers of mildly handicapped students receiving special education services. Associated with this purpose, the study was also designed to identify the (a) types of prereferral intervention procedures available in school districts, (b) extent to which the procedures were implemented by schools, (c) effectiveness of the prereferral intervention procedures for maintaining students with handicaps in regular education, and (d) degree of prereferral intervention inservice training. In addition, LEA officials' perceptions regarding the prereferral intervention process were also examined.

It was expected, in …

A Model Child Abuse And Neglect Reporting Policy And Procedure For Use By Utah School Personnel, Samuel Barry London

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

A model child abuse and neglect reporting policy and procedure was developed which Utah school districts could use in preparing their own district specific policies and procedures for use by district personnel. The development of the model policy was carried out using two groups of consultants for evaluating the model's format, content, and usability. A third group of consultants, the superintendent or a designee in each of the 40 Utah school districts, was asked to evaluate the model policy for completeness, format, and adoptability. The evaluation was made with a questionnaire developed by the researcher and mailed to the 40 …

A Study Of The Relative Importance Of Training On The Employability Of The Mentally Retarded As Rated By Employers And Educators In Cache County, Utah, John F. Hurst

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Relative differences in attitudes between educators and employers concerning training of the mentally retarded within Cache County were studied by analyzing their responses to 40 questions dealing with Academic, Personal, Social, and Vocational Skills.

Academic Skills were found to show no statistical significance in terms of attitude differences expressed by educators and employers as they relate to successful employability criterion.

Personal Skills were found to show no statistical significance in terms of attitude differences expressed by educators and employers tested as they relate to successful employability criterion.

Personal Skills were found to show no statistical significance in terms of attitude …

An Experiment To Determine The Effectiveness Of A Remedial Reading Program With Students At Utah State University, Judith J. Ivarie

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study is to determine the effectiveness of 20 hours of remedial reading instruction as compared with 20 hours of vocabulary instruction on a select group of university freshmen in the Remedial English Program. Three measures of effectiveness used were comprehension, rate, and effective reading rate. The effective reading rate was determined by computing the arithmetic product of level of comprehension and rate of reading. The results indicated that for this particular population, using the materials and instructional techniques described, neither group increased reading rate at the .01 level of significance. The effective reading rate of the …