Open Access. Powered by Scholars. Published by Universities.®
Special Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (39)
- Disability and Equity in Education (16)
- Educational Administration and Supervision (15)
- Educational Leadership (13)
- Elementary Education and Teaching (13)
-
- Social and Behavioral Sciences (12)
- Psychology (10)
- Secondary Education and Teaching (10)
- Special Education Administration (10)
- Early Childhood Education (9)
- Elementary Education (9)
- Junior High, Intermediate, Middle School Education and Teaching (9)
- Other Teacher Education and Professional Development (9)
- Educational Assessment, Evaluation, and Research (8)
- Counseling Psychology (7)
- Curriculum and Instruction (7)
- Educational Methods (7)
- Elementary and Middle and Secondary Education Administration (7)
- Secondary Education (7)
- Higher Education (6)
- Educational Psychology (5)
- Online and Distance Education (4)
- Adult and Continuing Education and Teaching (3)
- Bilingual, Multilingual, and Multicultural Education (3)
- Higher Education and Teaching (3)
- Science and Mathematics Education (3)
- Adult and Continuing Education Administration (2)
- Arts and Humanities (2)
- Institution
-
- Brigham Young University (8)
- Northwestern College, Iowa (8)
- Liberty University (7)
- Utah State University (6)
- Walden University (6)
-
- Nova Southeastern University (4)
- Old Dominion University (4)
- Governors State University (3)
- University of Nebraska at Omaha (3)
- Virginia Commonwealth University (3)
- California State University, San Bernardino (2)
- Fayetteville State University (2)
- Gardner-Webb University (2)
- Murray State University (2)
- The University of San Francisco (2)
- University of Kentucky (2)
- University of New England (2)
- Western Michigan University (2)
- Arcadia University (1)
- Arkansas State University (1)
- Arkansas Tech University (1)
- Boise State University (1)
- City University of New York (CUNY) (1)
- Concordia University St. Paul (1)
- Duquesne University (1)
- East Tennessee State University (1)
- Georgia College (1)
- Illinois State University (1)
- Lesley University (1)
- Loyola Marymount University and Loyola Law School (1)
- Publication Year
- Publication
-
- Theses and Dissertations (13)
- Master's Theses & Capstone Projects (8)
- Doctoral Dissertations and Projects (7)
- Walden Dissertations and Doctoral Studies (5)
- Dissertations (4)
-
- All Capstone Projects (3)
- All Graduate Plan B and other Reports, Spring 1920 to Spring 2023 (2)
- All Graduate Theses and Dissertations, Spring 1920 to Summer 2023 (2)
- Doctor of Education Dissertations (2)
- Doctor of Education Program Dissertations (2)
- Doctoral Dissertations (2)
- Electronic Theses and Dissertations (2)
- Faculty Publications (2)
- Journal of Research Initiatives (2)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (2)
- Special Education and Communication Disorders Faculty Publications (2)
- Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2)
- Abraham S. Fischler College of Education and School of Criminal Justice College Archive (1)
- All Graduate Theses and Dissertations, Fall 2023 to Present (1)
- All NMU Master's Theses (1)
- Communication Disorders & Special Education Theses & Dissertations (1)
- Departmental Honors & Graduate Capstone Projects (1)
- Dissertations, Theses, and Capstone Projects (1)
- Early and Special Education Faculty Publications and Presentations (1)
- Educational Leadership & Workforce Development Theses & Dissertations (1)
- Educational Leadership and Policy Studies: Doctoral Research Projects (1)
- Electronic Theses, Projects, and Dissertations (1)
- English Faculty Publications (1)
- Expressive Therapies Capstone Theses (1)
- Graduate Teacher Education (1)
- Publication Type
Articles 91 - 93 of 93
Full-Text Articles in Special Education and Teaching
The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott
The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott
Theses and Dissertations
The purpose of this research was to examine the impact of professional development on teachers' delivery of written praise notes and the number of office disciplinary referrals (ODRs). The professional development consisted of training teachers on the effective use of behavior specific written praise, as well as on how to analyze and respond to praise-note and office disciplinary referral data. It was hypothesized that this process could help support and increase teachers' delivery of behavior-specific written praise notes and would subsequently decrease in the rate of office discipline referrals (ODRs). As baseline data, this study used the participating school's existing …
Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson
Effects Of Tiered Training On General Education Teachers' Use Of Specific Praise, Michele T. Thompson
Theses and Dissertations
Research suggests a compelling correlation between teacher behavior and effective learning environments (Sutherland & Morgan, 2003; Brophy & Good, 1986). Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researcher worked with 3 elementary-level general educators in a tiered model of instruction, commonly known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study, a systematic replication of Myers, Simonsen and Sugai (2011), used the RtI framework to provide professional development to teachers. The researcher also tracked the behavior of 3 students, identified by the teachers as having behavioral difficulties, who …
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Theses and Dissertations
Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background …