Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

California State University, San Bernardino

2012

Discipline
Keyword
Publication
Publication Type

Articles 1 - 30 of 74

Full-Text Articles in Education

Lynne Diaz-Rico Tssa Winter 2012, Lynne Diaz-Rico Nov 2012

Lynne Diaz-Rico Tssa Winter 2012, Lynne Diaz-Rico

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Amy Leh Cd Spring 2011, Amy Leh Nov 2012

Amy Leh Cd Spring 2011, Amy Leh

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


Lynne Diaz-Rico Cd Summer 2010, Lynne Diaz-Rico Nov 2012

Lynne Diaz-Rico Cd Summer 2010, Lynne Diaz-Rico

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


The Effectiveness Of Learning Geography Using Computer-Based Games, Jerry Prell, William R. Nelson, John Foshay Nov 2012

The Effectiveness Of Learning Geography Using Computer-Based Games, Jerry Prell, William R. Nelson, John Foshay

The Journal of Special Education Apprenticeship

Eighty, seventh grade students attending a suburban middle school in southern Connecticut participated in the study evaluating the effectiveness of computer based geography games on student motivation and achievement. Using Connecticut Mastery Test (CMT) Scores and baseline U.S.A scores as criteria to develop matched pairs, students were divided so that the control group played Sheppardsoftware.com’s States Level 3 and the experimental group played States Level 6. According to the data collected, States Level 3 and States Level 6 are significantly effective instructional tools that students enjoyed playing. CMT scores in spatial reasoning did not prove strong predictors of students’ performance …


The Perspectives Of Professionals And Parents On Inclusion In Head Start Programs, Thuy Nguyen, Margaret Hughes Nov 2012

The Perspectives Of Professionals And Parents On Inclusion In Head Start Programs, Thuy Nguyen, Margaret Hughes

The Journal of Special Education Apprenticeship

This study examined the perspectives of professionals and parents on part-time inclusive preschool Head Start programs that included both children with and without disabilities. The purpose of this study was twofold: (a) to examine parent and teacher perspectives of inclusion on the developmental outcomes of all children and (b) to investigate their perspectives on what constitutes a high quality inclusive program. Thirty Head Start and Early Childhood Special Education preschool teachers, as well as 30 parents of children with and without disabilities participated in this study. The major findings indicated that both parents and teachers strongly agreed that all children …


Perceptions Of Supportive Leadership Behaviors Of School Site Administrators For Secondary Special Education Teachers, Erin Roderick, Adrian Jung Nov 2012

Perceptions Of Supportive Leadership Behaviors Of School Site Administrators For Secondary Special Education Teachers, Erin Roderick, Adrian Jung

The Journal of Special Education Apprenticeship

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument with 52 leadership behaviors from four domains: emotional, instructional, instrumental, and technical. The survey was sent via email to 200 participants who were previously identified as either special education teachers or school site administrators from secondary schools, grades 6-12, and 95 surveys were completed and used for data analysis. The …


Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci Nov 2012

Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci

The Journal of Special Education Apprenticeship

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.


Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway Nov 2012

Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway

The Journal of Special Education Apprenticeship

Strong parent-educator partnerships in special education yield benefits for parents, teachers and students, however there are often obstacles to the development of these partnerships, and teacher preparation programs and professional development are often deficient in preparing special education teachers for the complexities of this relationship building. In the following, the varied interpretations of parental involvement are explored, followed by a discussion of some of the significant obstacles to strong parent-teacher partnerships in special education classrooms. Authors introduce the working alliance as a solution for framing positive parent-educator relationships. Finally, the three elements of a working alliance are described with an …


The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson Nov 2012

The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson

The Journal of Special Education Apprenticeship

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.


Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth Nov 2012

Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth

The Journal of Special Education Apprenticeship

This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …


A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong Nov 2012

A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong

The Journal of Special Education Apprenticeship

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the …


The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk, Lenwood Gibson Jr., Gwendolyn Cartledge Nov 2012

The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk, Lenwood Gibson Jr., Gwendolyn Cartledge

The Journal of Special Education Apprenticeship

This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys attending an urban school district. The results of this study demonstrated that the intervention was successful in increasing the ORF of all four participants but results were much more robust for two of the four students. Although ORF increased for all of the participants, gains …


Su Liang Cd Summer 2011, Su Liang Sep 2012

Su Liang Cd Summer 2011, Su Liang

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


The Foundations Of Hope In Therapy, John M. Winslade Aug 2012

The Foundations Of Hope In Therapy, John M. Winslade

Special Education, Rehabilitation & Counseling Faculty Publications

Hope is a necessary construct in narrative therapy but we need to be careful how we think about it. It does not lie in the essence of persons. There are not categories of people who are hopeful or hopeless. Rather, hope lies in the stories that we use to make sense of our lives but dominant stories from the world around us sometimes interfere with our access to hopeful stories. Therapy can help us reconnect with these stories, leading to the exercise of personal agency in our own lives. This presentation will explore how to help people do this through …


Antonieta Gallegos-Ruiz Cd Summer 2011, Maria Gallegos-Ruiz May 2012

Antonieta Gallegos-Ruiz Cd Summer 2011, Maria Gallegos-Ruiz

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


Ted Coleman Tssa Spring 2012, Ted Coleman May 2012

Ted Coleman Tssa Spring 2012, Ted Coleman

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Susan Addington Tssa Winter 2010, Susan Addington Apr 2012

Susan Addington Tssa Winter 2010, Susan Addington

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Alham Muhtaseb Cd Winter 2011, Ahlam Muhtaseb Apr 2012

Alham Muhtaseb Cd Winter 2011, Ahlam Muhtaseb

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


Rueyling Chuang Tssa Winter 2010, Rueyling Chuang Apr 2012

Rueyling Chuang Tssa Winter 2010, Rueyling Chuang

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Asma Taha Tssa Winter 2011, Asma Taha Apr 2012

Asma Taha Tssa Winter 2011, Asma Taha

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Su Liang Tssa Winter 2011, Su Liang Apr 2012

Su Liang Tssa Winter 2011, Su Liang

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.


Effects Of Gifted Peers Tutoring Struggling Reading Peers, Christopher D. Yawn Apr 2012

Effects Of Gifted Peers Tutoring Struggling Reading Peers, Christopher D. Yawn

The Journal of Special Education Apprenticeship

This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of the students who received tutoring increased their reading rates and that most made gains pretest to posttest on a standardized measure. Additionally, the tutors demonstrated that they were able to implement the DI program with fidelity and proved to be effective instructors.


Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu Apr 2012

Accommodations For English Language Learners On Statewide English Language Proficiency Assessment, Laura M. Kuti, Yaoying Xu

The Journal of Special Education Apprenticeship

This exploratory research study was conducted to examine federally- mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. The literature was examined for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. The results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities contributes to the limited current research available …


The Effects Of Di Flashcards And Math Racetrack On Multiplication Facts For Two Elementary Students With Learning Disabilities, Kaitlyn Lund, T.F. Mclaughlin, Jen Neyman, Mary Everson Apr 2012

The Effects Of Di Flashcards And Math Racetrack On Multiplication Facts For Two Elementary Students With Learning Disabilities, Kaitlyn Lund, T.F. Mclaughlin, Jen Neyman, Mary Everson

The Journal of Special Education Apprenticeship

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located in an urban school district in the Pacific Northwest. Targeted math facts were chosen based on the students’ pretest scores. The effects of the DI flashcard procedure were evaluated using a multiple baseline design across sets of problems. Both participants improved their mastery of multiplication facts. The …


Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson Apr 2012

Ecological Factors In Social Skill Acquisition: High School Students With Emotional And/Or Behavioral Disorders, Sarah K. Anderson, Kari Chiasson

The Journal of Special Education Apprenticeship

The purpose of the study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders in a Midwestern city in the United States. Theory development was based on in-depth investigation of five students with emotional and/or behavioral disorders (EBD), who were taught assertive communication skills. This study examined ecological factors impacting the learning of a new social skill and the socialization skills of students with EBD. Based on the findings of this study, three broad conclusions are offered: (a) students identified …


Mirror Mirror On The Wall, Is Blended Instruction The Best Of All? Students’ Perceptions Of Blending Face-To-Face And Online Instruction, Katherine Terras, Kari Chiasson, Adam Sansale Apr 2012

Mirror Mirror On The Wall, Is Blended Instruction The Best Of All? Students’ Perceptions Of Blending Face-To-Face And Online Instruction, Katherine Terras, Kari Chiasson, Adam Sansale

The Journal of Special Education Apprenticeship

According to Ayala (2009), blended learning is “the purposeful integration of traditional (i.e., face-to-face) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning. The purpose of this study was to explore students’ perceptions of taking courses that utilized a blended instruction approach. Study participants consisted of 36 undergraduate students enrolled in teacher education programs. There were 18 seniors, 12 juniors, and 6 sophomores. For all 36 participants, this was their first blended course. Their perceptions were attained through a survey that compared instruction delivered online to …


Postsecondary Students With Learning Disabilities: Can We Do More?, Kim Floyd Apr 2012

Postsecondary Students With Learning Disabilities: Can We Do More?, Kim Floyd

The Journal of Special Education Apprenticeship

Despite the large increase of students with learning disabilities entering postsecondary institutions and the legislative emphasis on providing students with disabilities equal access to education, we have yet to develop a more cohesive and comprehensive planning of accommodations for postsecondary students with learning disabilities. The purpose of this review is to synthesize information and research on postsecondary accommodations to examine if more can be done to meet the unique needs of this population. Following the background discussion, relevant themes will be presented. Discussion focuses on the lack of empirical research in efficacy of postsecondary accommodations; promising practices for the use …


Kelly Campbell Sotl 2011-12, Kelly Campbell Apr 2012

Kelly Campbell Sotl 2011-12, Kelly Campbell

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.


Musical Linguistics: How Music And Artistic Creativity When Delivered As A Linguistic Practice, Help Students Master Academic Skills In English Language Arts, Cynthyny Ann Lebo Apr 2012

Musical Linguistics: How Music And Artistic Creativity When Delivered As A Linguistic Practice, Help Students Master Academic Skills In English Language Arts, Cynthyny Ann Lebo

Theses Digitization Project

This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders' vocabulary development by incorporating music, artistic creativity and linguistics; 2) a pilot sample curriculum that demonstrates the approach for building student comprehension through musical theater and Science, Technology, Engineering, and Mathematics (STEM) content experiences. Called "Water Buddy", this is an after-school program uses singing, dancing, writing, and play to build reading and vocabulary skills. The goal is to improve learner academic outcomes by mastering the elemental building blocks of words, letters, symbols by making memorable the …


Amy Leh Tssa Winter 2012, Amy Leh Mar 2012

Amy Leh Tssa Winter 2012, Amy Leh

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.