bluuebunny/crossref_metadata_2025 huggingface dataset:
Memória coletiva, trauma e cultura: um debate
Authors: Santos Myrian Sepúlveda dos
Published: April 2014

Os estudos sobre memória se multiplicaram a partir da década de 80, abrindo uma agenda interdisciplinar e questionamentos teóricos. Na última década, considera-se uma diferenciação entre a memória cotidiana ou comunicativa, diretamente formada por grupos sociais, conforme estabelecido pelo sociólogo francês Maurice Halbwachs, e a memória cultural, que seria a relação entre a memória individual e do grupo com um ponto fixo. Nesse último caso, autores como o historiador alemão Aby Warburg têm sido considerados. Além disso, há estudos sobre a transmissão de experiências traumáticas. A norte-americana Marianne Hirsch, especializada em literatura comparada, criou o termo “pós-memória” para caracterizar a experiência daqueles que crescem dominados por narrativas e silêncios daqueles que viveram eventos traumáticos. O objetivo deste artigo é analisar a pertinência teórica de conceitos como memória cultural e pós-memória.
Crianças e jovens e a preparação do “craque”
Authors: Cortez José Alberto Aguilar , Simões Antonio Carlos , Drezner Renê , Costa Conrado Pereira da , Oliveira Alex Roney Ribeiro de , Vargas Carlos Eduardo Arissa
Published: April 2014

Os dirigentes do futebol brasileiro nunca se preocuparam com a formação dos treinadores das categorias de base. Para treinar crianças e adolescentes, a opção preferida era aproveitar ex-jogadores que precisavam continuar trabalhando para sobreviver. Entretanto, a grande experiência adquirida como profissional de futebol foi, e continua sendo, insuficiente para compreender o processo de crescimento e desenvolvimento nessa fase da vida. A frágil arquitetura que sustenta empresários ambiciosos, comissão técnica leiga e mal remunerada e garotos sonhadores, mas sem embasamento físico, técnico e emocional, nasce fadada ao insucesso. Estamos vinte anos atrasados em relação ao modelo europeu, em que a formação especializada de treinadores com competência para identificar e formar talentos é uma preocupação permanente das federações de futebol.
O Brasil na arquibancada: notas sobre a sociabilidade torcedora
Authors: Campos Flavio de , Toledo Luiz Henrique de
Published: April 2014

Este artigo oferece uma amostragem da pesquisa intitulada “O Brasil na Arquibancada”, visando identificar elementos da sociabilidade torcedora dos seguidores das equipes que disputaram as séries B e C do Campeonato Brasileiro de 2012, até mesmo como contraponto aos comportamentos dos torcedores e condições gerais do espetáculo associados à organização da Copa do Mundo de 2014.
O estádio de futebol e sua percepção inovadora
Authors: Mello Eduardo de Castro
Published: April 2014

O artigo analisa a questão dos estádios de futebol brasileiros, entre as Copas do Mundo de 1950 e de 2014, no Brasil. Enfocando as mudanças tecnológicas e de exigência do público ocorridas nesse período, aborda a necessidade, hoje, de se atentar para diversos fatores na construção de novos estádios, entre eles: o desenvolvimento tecnológico, a sustentabilidade ambiental, a capacidade para absorver múltiplos eventos, a segurança física e patrimonial, entre outros.
Cultura de per si do futebol
Authors: Vasconcellos Jorge
Published: April 2014

A tradição ensaística ao abordar o futebol, ao menos no Brasil, quase sempre sustenta os argumentos atribuindo primazia à matriz sociológica. Neste artigo, distintamente à tradição, ocupamo-nos em propor uma abordagem inerente às práticas e características do esporte mais popular do planeta, aqui identificada pela expressão de per si. Para compreender o futebol pela lente de sua própria natureza, utilizamos fartamente como referência depoimentos de grandes jogadores da história do futebol brasileiro estampados na obra Recados da Bola – Depoimentos de Doze Mestres do Futebol Brasileiro, além de trechos de artigos e crônicas de Décio de Almeida Prado, Mario Filho e Nelson Rodrigues. Dentre todos os depoimentos que compõem Recados da Bola, o mais abundantemente utilizado foi o de Valdir Pereira, o Didi, gênio cerebrino que, segundo o jornalista Sérgio Augusto (2004), “parecia uma figura pintada por Modigliani, um cisne negro cheio de manhas e truques”.
Applanation Tonometry in Mice
Authors: Leloup Arthur J.A. , Fransen Paul , Van Hove Cor E. , Demolder Marc , De Keulenaer Gilles W. , Schrijvers Dorien M.
Published: April 2014

Arterial stiffening is the root cause of a range of cardiovascular complications, including myocardial infarction, left ventricular hypertrophy, stroke, renal failure, dementia, and death, and a hallmark of the aging process. The most important in vivo parameter of arterial stiffness is pulse wave velocity (PWV). Clinically, PWV is determined noninvasively using applanation tonometry. Unlike the clinical value of arterial stiffness and PWV, techniques to determine PWV in mice are scarce. The only way to determine aortic PWV noninvasively in the mouse is by using ultrasound echo Doppler velocimetry. It is a fast, efficient, and accurate technique, but the required tools are expensive and technically complex. Here, we describe the development and validation of a novel technique to assess carotid–femoral PWV noninvasively in mice. This technique is based on applanation tonometry as used clinically. We were able to establish a reproducible reference value in wild-type mice (3.96±0.05 m/s) and to detect altered carotid–femoral PWV values in endothelial nitric oxide synthase knockout mice (4.66±0.05 m/s;
P
<0.001 compared with control), and in mice sedated with sodium pentobarbital (2.89±0.17 m/s;
P
<0.001 compared with control). Also, carotid–femoral PWV was pharmacologically modulated and measured in a longitudinal experiment with endothelial nitric oxide synthase knockout mice to demonstrate the applicability of this technique. In general, applanation tonometry can be used to measure carotid–femoral PWV noninvasively in mice. The experimental setup is simple, and the technical requirements are basic, making this technique readily implementable in any mouse model–based research facility interested in arterial stiffness.
Deuteronomy 12 and the Law of the Central Sanctuary noch einmal
Authors: Arnold Bill T.
Published: April 2014

Abstract

Critiques the recent attempt by Frederick E. Greenspahn to call into question the interpretation of Deut 12 as instituting cult centralization. The paper first considers Greenspahn’s argument that the definite article in the phrase “the place” at Deut 12:5 (and 12:14) is a generic article. The paper also critiques Greenspahn’s assumption that the theory of cult centralization is narrowly based upon a misreading of the definite article at Deut 12:5 (and 12:14). On the contrary, it is argued here that the theory is more broadly dependent on internal data of the chapter and external connections with other portions of the Pentateuch.
The Frame of Sacrificing in Judges
Authors: Sutskover Talia
Published: April 2014

Abstract

Elements of the semantic frame of Sacrificing recurrently appear at key positions throughout the narratives of Judges. Humans in Judges are violently treated as animals, and many times treated as victims brought to sacrifice. This is the case of Ehud Ben Gera killing Eglon, the cutting of Adoni-Bezekʼs fingers by the tribe of Judah, and the Philistines slaughtered by Shamgar’s oxgoad, thus suggesting images of cattle violently handled by the Israelite judges. In addition, Jephthahʼs daughter is sacrificed, and an Israelite concubine is slaughtered by a Levite. Other elements present in the narratives also evoke the semantic frame of Sacrificing; Abimelech kills his brothers on a single stone, which may represent an altar. He scatters salt over the city of Shechem, a procedure connected to the preparation of sacrifices in the Bible, and Ehud Ben Gerahʼs right thigh symbolizes the thigh of the altar (Lev 1:11). These actual and symbolic acts of violence and sacrificing point at a deterioration of moral standards in the period of the Judges, and perhaps implicitly criticize the priestly way of life, in which sacrificing is a significant procedure.
Ouk ´Ismen Oudén: Negative Concord and Negative Polarity in the History of Greek
Authors: Horrocks Geoffrey
Published: April 2014

In Ancient Greek a single set of indefinite enclitic pronouns was used indifferently in both negative/affective environments (i.e. like negative polarity items (NPI)) and in positive ones (i.e. like positive polarity items (PPI)). At the same time the negative pronouns used as negative quantifiers (NQ) were also employed as emphatic NPIs, with negative concord. The two functions of each class (i.e. PPI-like vs NPI-like, NQ vs NPI) were determined by syntactic distribution. In the specific case of negative sentences, an indefinite before a sentential negative marker (NM) functioned like a PPI but after a NM like an NPI, while a negative pronoun before a NM was an NQ but after an NM an NPI. This pattern was at odds with the canonical VSO clause structure that evolved in later antiquity, in which focal constituents were contrastively stressed and fronted to the left periphery: neither indefinite nor negative pronouns could be focalised because of the prosodic and/or semantic restrictions on their distribution. This deficiency was eventually remedied by formal/prosodic recharacterisation, the loss of NQs and the generalisation of NPIs to all syntactic positions available to DPs, including the focus position, a process that triggered their reinterpretation as involving universal quantification over negation rather than, as before, existential quantification under negation. The Modern Greek PPI kápjos and NPI kanís are traced from their origins in Ancient Greek and their role in the evolution of the system is explored. The final outcome is typologically to be expected in so far as NQs are redundant in a system in which NPIs appear freely both before and after NMs.
Issues of Modern Greek and German Compounding: A Contrastive Approach
Authors: Koliopoulou Maria
Published: April 2014

In this contribution, I offer a summary of my 2013 University of Patras Ph.D. dissertation on compounding in Modern Greek and German.
Taxonomy of the genus Schelodontes Koch, 1956 with a key to species (Coleoptera: Tenebrionidae: Platynotina)
Authors: Iwan Dariusz , Jan Kamiński Marcin
Published: April 2014

Based on the newly available material, the taxonomic concepts of the genera Lawrenceus Iwan, 1998, Platycharlesus Iwan, 1998, Schelodontes Koch, 1956 and Warchalowskiellus Iwan, 1998 are verified. The results of a comparative morphological analysis reveals continuities and several ambiguities between some of the diagnostic characters of these genera. To update the current classification of the subtribe Platynotina and to fulfil the usefulness of the taxonomic system, we propose to treat Lawrenceus, Platycharlesus and Warchalowskiellus as junior synonyms of Schelodontes. We also propose the following combinations: Schelodontes capensis (Iwan, 1998) comb.n., S. dentatus (Iwan, 1998) comb.n., S. invenustus (Iwan, 1998) comb.n., S. chevrolati (Mulsant & Rey, 1853) comb.restit., S. longulus (Mulsant & Rey, 1853) comb.restit., S. morosus (Mulsant & Rey, 1853) comb.restit., S. oblitus Koch, 1956 comb.restit., S. omeri Koch, 1956 comb.restit. Additionally, in the material from Ditsong National Museum of Natural History we found four new phenons which we described as new species: Schelodontes muellerae sp.n., S. nitidus sp.n., S. scarabaeoides sp.n. and S. spinosis sp.n. A checklist and key to all species of the genus Schelodontes is provided.
Cryptic speciation of Greek populations of the freshwater shrimp genus Atyaephyra de Brito Capello, 1867 (Crustacea, Decapoda), evidence from mitochondrial DNA
Authors: MUÑOZ J. ENRIQUE GARCÍA , RASO J. ENRIQUE GARCÍA , RODRÍGUEZ ANTONIO
Published: April 2014

The freshwater shrimp genus Atyaephyra de Brito Capello, 1867 is a complex of cryptic species with morphologically overlapping features, which has led to invalid identifications until recently. The genus is distributed around the entire Mediterranean Basin and surrounding areas. In 2009 we used a molecular approach with 16S and Cox1 genes to identify the European and African populations and to show the existence of different species and groups of haplotypes (García Muñoz et al. 2009). Christodoulou et al. (2012) recently identified four species in Greece (Atyaephyra stankoi, A. thyamisensis, A. strymonensis and A. acheronensis) based on morphology and some partial sequences of Cox1. In the present study we analyse several Greek populations of Atyaephyra spp. using morphology and two mitochondrial markers (16S and Cox1). Our molecular data confirm the taxonomic validity of A. stankoi, A. thyamisensis and A. strymonensis but show that A. acheronensis should be considered a synonym of A. desmarestii. The limited distribution of A. desmarestii in only a few rivers in the Ionian region is probably the result of a posterior introduction from neighbouring European areas. After the genetic identification and as a consequence of the high variability observed within species and between rivers, mainly in A. thyamisensis, we re-describe this species and provide morphological data for the other species. We also give information on the chromatophore pattern in larvae, which could be very useful in the future for recognizing species and their distribution. The distribution of Greek Atyaephyra species seems to be related to the very complex paleogeographical history of the Paratethys and Mediterranean Sea in the Balkan Peninsula. Three areas can be recognized in relation to the distribution of these species: a global region, a western region separated from the eastern region by the Pindos Mountains, and a Macedonia-Thracian region.
Description of three new species of Ooencyrtus (Hymenoptera: Encyrtidae) from China
Authors: ZHANG XU , ZHANG YAN-ZHOU , WANG YING , CHEN FU-QIANG , YU FANG , ZHOU QING-SONG
Published: April 2014

Hymenoptera parasitoids of Megaloptera, particularly the family Corydalidae, are rarely found. Ooencyrtus Ashmead is a genus that attacks eggs of many orders of Insecta, including Megaloptera. Here, three species, O. longicauda sp. n., O. noyesi sp. n. and O. protohermeasis sp. n. are described. Two of them, O. longicauda and O. protohermesis were reared from eggs of corydalids (Megaloptera: Corydalidae). The three new species and O. yoshidai Noyes & Hirose are included in the newly established protohermesis species-group of Ooencyrtus because of shared similar morphological characters and what is apparently a shared host family (unknown for O. noyesi).
The Impact of Raindrop Collisional Processes on the Polarimetric Radar Variables
Authors: Kumjian Matthew R. , Prat Olivier P.
Published: April 2014

The impact of the collisional warm-rain microphysical processes on the polarimetric radar variables is quantified using a coupled microphysics–electromagnetic scattering model. A one-dimensional bin-microphysical rain shaft model that resolves explicitly the evolution of the drop size distribution (DSD) under the influence of collisional coalescence and breakup, drop settling, and aerodynamic breakup is coupled with electromagnetic scattering calculations that simulate vertical profiles of the polarimetric radar variables: reflectivity factor at horizontal polarization ZH, differential reflectivity ZDR, and specific differential phase KDP. The polarimetric radar fingerprint of each individual microphysical process is quantified as a function of the shape of the initial DSD and for different values of nominal rainfall rate. Results indicate that individual microphysical processes (collisional processes, evaporation) display a distinctive signature and evolve within specific areas of ZH–ZDR and ZDR–KDP space. Furthermore, a comparison of the resulting simulated vertical profiles of the polarimetric variables with radar and disdrometer observations suggests that bin-microphysical parameterizations of drop breakup most frequently used are overly aggressive for the largest rainfall rates, resulting in very “tropical” DSDs heavily skewed toward smaller drops.
TRMM-Observed Shallow versus Deep Convection in the Eastern Pacific Related to Large-Scale Circulations in Reanalysis Datasets
Authors: Yokoyama Chie , Zipser Edward J. , Liu Chuntao
Published: April 2014

Over the eastern Pacific, recent studies have shown that a shallow large-scale meridional circulation with its return flow just above the boundary layer coexists with a deep Hadley circulation. This study examines how the vertical structure of large-scale circulations is related to satellite-observed individual precipitation properties over the eastern Pacific in boreal autumn. Three reanalysis datasets are used to describe differences in their behavior. The results are compared among reanalyses and three distinctly different convection periods, which are defined according to their radar echo depths. Shallow and deep circulations are shown to often coexist for each of the three periods, resulting in the multicell circulation structure. Deep (shallow) circulations preferentially appear in the mostly deep (shallow) convection period of radar echo depths. Thus, depth of convection basically corresponds to which circulation branch is dominant. This anticipated relationship between the circulation structure and depths of convection is common in all three reanalyses. Notable differences among reanalyses are found in the mid- to upper troposphere in either the time-mean state or the composite analysis based on the convection periods. Reanalyses have large variations in characteristics associated with deep circulations such as the upper-tropospheric divergence and outflows and the midlevel inflows, which are consistent with their different profiles of latent heating in the mid- to upper troposphere. On the other hand, discrepancies in shallow circulations and shallow convection are also found, but they are not as large as those in deep ones.
Aquaplanet Experiments Using CAM’s Variable-Resolution Dynamical Core
Authors: Zarzycki Colin M. , Levy Michael N. , Jablonowski Christiane , Overfelt James R. , Taylor Mark A. , Ullrich Paul A.
Published: April 2014

A variable-resolution option has been added within the spectral element (SE) dynamical core of the U.S. Department of Energy (DOE)–NCAR Community Atmosphere Model (CAM). CAM-SE allows for static refinement via conforming quadrilateral meshes on the cubed sphere. This paper investigates the effect of mesh refinement in a climate model by running variable-resolution (var-res) simulations on an aquaplanet. The variable-resolution grid is a 2° (~222 km) grid with a refined patch of 0.25° (~28 km) resolution centered at the equator. Climatology statistics from these simulations are compared to globally uniform runs of 2° and 0.25°.

A significant resolution dependence exists when using the CAM version 4 (CAM4) subgrid physical parameterization package across scales. Global cloud fraction decreases and equatorial precipitation increases with finer horizontal resolution, resulting in drastically different climates between the uniform grid runs and a physics-induced grid imprinting in the var-res simulation. Using CAM version 5 (CAM5) physics significantly improves cloud scaling at different grid resolutions. Additional precipitation at the equator in the high-resolution mesh results in collocated zonally anomalous divergence in both var-res simulations, although this feature is much weaker in CAM5 than CAM4. The equilibrium solution at each grid spacing within the var-res simulations captures the majority of the resolution signal of the corresponding globally uniform grids. The var-res simulation exhibits good performance with respect to wave propagation, including equatorial regions where waves pass through grid transitions. In addition, the increased frequency of high-precipitation events in the refined 0.25° area within the var-res simulations matches that observed in the global 0.25° simulations.
Detection and Estimation of Radar Reflectivity from Weak Echo of Precipitation in Dual-Polarized Weather Radars
Authors: Keränen Reino , Chandrasekar V.
Published: April 2014

In operational weather radar, precipitation echoes are often weak when compared to the underlying noise. Coherence properties of dual polarization can be used for enhancing the detection and for the improved estimation of weak echoes of precipitation. The enhanced detectability results from utilizing coherent averages of precipitation signals, while the uncorrelated noise vanishes asymptotically, explicit in the off-diagonal element Rhv of the echo covariance matrix. In finite sums, the noise terms as well as the uncertainties associated with them are suppressed. A signal can be detected in weaker echo by an analytically derived censoring policy. The coherent sums are readily available as the cross-correlation function of the antenna voltages H and V, which estimates Rhv in the mode of simultaneous transmission and reception. The magnitude of Rhv is a consistent estimate of the copolar echo power, leading to the copolar radar reflectivity of precipitation, which refers to the geometric mean of the reflectivities in H and V polarizations. Because of the intrinsic noise suppression, estimates of the copolar reflectivity are, in relative terms, more precise and more accurate than the corresponding estimates of reflectivity in specific channels, for weak signals of precipitation. These aspects are discussed quantitatively with validation of the key features in real conditions. The advances suggest for dedicated dual-polarization surveillance scans of weak echo of precipitation.
Heteroscedastic Ensemble Postprocessing
Authors: Satterfield Elizabeth A. , Bishop Craig H.
Published: April 2014

Ensemble variances provide a prediction of the flow-dependent error variance of the ensemble mean or, possibly, a high-resolution forecast. However, small ensemble size, unaccounted for model error, and imperfections in ensemble generation schemes cause the predictions of error variance to be imperfect. In previous work, the authors developed an analytic approximation to the posterior distribution of true error variances, given an imperfect ensemble prediction, based on parameters recovered from long archives of innovation and ensemble variance pairs. This paper shows how heteroscedastic postprocessing enables climatological information to be blended with ensemble forecast information when information about the distribution of true error variances given an ensemble sample variance is available. A hierarchy of postprocessing methods are described, each graded on the amount of information about the posterior distribution of error variances used in the postprocessing. These homoscedastic methods are used to assess the value of knowledge of the mean and variance of the posterior distribution of error variances to ensemble postprocessing and explore sensitivity to various parameter regimes. Testing was performed using both synthetic data and operational ensemble forecasts of a Gaussian-distributed variable, to provide a proof-of-concept demonstration in a semi-idealized framework. Rank frequency histograms, weather roulette, continuous ranked probability score, and spread-skill diagrams are used to quantify the value of information about the posterior distribution of error variances. It is found that ensemble postprocessing schemes that utilize the full distribution of error variances given the ensemble sample variance outperform those that do not.
Working in Special Education: Factors that Enhance Special Educators' Intent to Stay
Authors: Gersten Russell , Keating Thomas , Yovanoff Paul , Harniss Mark K.
Published: April 2014

This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.
Postsecondary Education for Students with Learning Disabilities: A Synthesis of the Literature
Authors: Mull Charlotte , Sitlington Patricia L. , Alper Sandra
Published: April 2014

This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.
Overcoming the Odds: Qualitative Examination of Resilience among Formerly Incarcerated Adolescents
Authors: Todis Bonnie , Bullis Michael , Waintrup Miriam , Schultz Robert , D'Ambrosio Ryan
Published: April 2014

Adolescents who have been incarcerated are at extreme risk for poor adult outcomes. However, some former youth offenders become successful, happy adults, presenting a profile of strength and coping known as resilience. This article describes the results of a 5-year qualitative examination of resilience among a group of adolescents transitioning from youth correctional facilities back into their communities. Topics discussed include predelinquent histories, experiences in the correctional system, and postcorrections transition. Currently about half of the respondents are successful—employed, going to school, or raising children. Others are less stable and may be at risk of being rearrested. Internal and situational factors accounting for these differences are discussed. Implications for practice include restructuring post-corrections transition services and improving school-based supports to at-risk youth.
Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms
Authors: Fuchs Douglas , Fuchs Lynn S. , Thompson Anneke , Otaiba Stephanie Al , Yen Loulee , Yang Nancy J. , Braun Mary , O'Connor Rollanda E.
Published: April 2014

This study's purpose was to explore the effectiveness and feasibility of phonological awareness (PA) training with and without a beginning decoding component for kindergartners with disabilities in mainstream classrooms. Nineteen general educators, who taught at least one student with a disability, were assigned randomly within their schools to three groups: control, PA training, or PA training with beginning decoding instruction. Teachers in the two treatment groups conducted the treatments for about 20 weeks. Pre- and posttreatment data were collected on 25 children with disabilities. Statistical analyses indicated that the group of students with special needs participating in PA training with beginning decoding instruction did better than the other two groups. However, many children, including many of those in the most effective treatment, did not improve their reading skills.
Perceptions and Application of NCTM Standards by Special and General Education Teachers
Authors: Maccini Paula , Gagnon Joseph Calvin
Published: April 2014

This study determined teachers' perceptions related to application of, and barriers to implementation of the National Council of Teachers of Mathematics (NCTM) Standards with students labeled learning disabled (LD) and emotionally disturbed (ED). A stratified random sample of 129 secondary general education math and special education teachers responded to a mail survey. A majority of special education teachers indicated they had not heard of the NCTM Standards. Respondents reported teaching mostly basic skills/general math to secondary students with LD and ED, versus higher-level math, such as algebra and geometry. Teachers identified lack of adequate materials as a considerable barrier to successful implementation of activities based on the Standards. Implications for practice and future research are also provided.
Including Students with Disabilities into the General Education Science Classroom
Authors: Cawley John , Hayden Shari , Cade Elsa , Baker-Kroczynski Susan
Published: April 2014

This article describes a school-based project designed to close the gap between research and practice by having project staff and teachers work together in the design and implementation of a science project designed to include junior high school students with severe emotional disturbances or learning disabilities into the general education science classroom. The outcomes of the project indicated there were no behavioral difficulties in the form of discipline referrals reported for the students with disabilities during the science class. Academic performance was measured by a districtwide science test and final grade.
“We Can't Expect other People to Understand”: Family Perspectives on Problem Behavior
Authors: Fox Lise , Vaughn Bobbie J. , Wyatte Merili Llanes , Dunlap Glen
Published: April 2014

This qualitative investigation was conducted with a culturally diverse group of 20 family members who were involved in a process of family-centered positive behavior support. Data were obtained from open-ended interviews in which participants discussed issues related to their child's problem behavior and the ways that problem behaviors related to families' lifestyles. The interview data revealed three major themes that included (a) the difficult process of coming to terms with the child's disability, (b) the importance of having support from people who demonstrate genuine caring, and (c) the pervasive impact that problem behavior exerts on all aspects of family functioning. The data are discussed in terms of the value of gaining greater insight into the perspectives of families, and the implications for the development of family-centered behavioral support.
Factors Affecting Guardianship Practices for Young Adults with Disabilities
Authors: Millar Dorothy Squatrito , Renzaglia Adelle
Published: April 2014

Some contend developing self-determination in young adults with disabilities is the ultimate goal of education and promoting it may lead to improved postschool outcomes. Although there are efforts to promote self-determination, the results may be negated as an individual's right to make decisions are eliminated when a guardianship is imposed. This research is the first to examine guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine jurisdictions in Michigan. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians, however, were often found to be minimal. Guardianship is a complex issue with many significant questions in need of answers.
Attitudes of Elementary School Principals toward the Inclusion of Students with Disabilities
Authors: Praisner Cindy L.
Published: April 2014

A survey of 408 elementary school principals was conducted to investigate relationships regarding attitudes toward inclusion, variables such as training and experience, and placement perceptions. Results indicate that about 1 in 5 principals' attitudes toward inclusion are positive while most are uncertain. Positive experiences with students with disabilities and exposure to special education concepts are associated with a more positive attitude toward inclusion. Further, principals with more positive attitudes and/or experiences are more likely to place students in less restrictive settings. Differences in placement and experiences were found between disability categories. Results emphasize the importance of inclusionary practices that give principals positive experiences with students of all types of disabilities as well as provide principals with more specific training.
Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives
Authors: Kolb Sharon M. , Hanley-Maxwell Cheryl
Published: April 2014

This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.
Intervention-Based Assessment: Evaluation Rates and Eligibility Findings
Authors: Namara Kathy Mc , Hollinger Constance
Published: April 2014

A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team caseloads who underwent multifactored evaluation and were found eligible for special education, but not for proportion of children receiving interventions in general education settings. Implications of these findings for school-based problem-solving efforts are discussed.
Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration
Authors: Blue-Banning Martha , Summers Jean Ann , Frankland H. Corine , Nelson Louise Lord , Beegle Gwen
Published: April 2014

The development of collaborative partnerships between parents and professionals is too often unsuccessful. One reason for this failure may be the lack of empirical understanding of the components of interpersonal partnerships. Using qualitative inquiry, 33 focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators. In addition, 32 individual interviews were conducted with non-English-speaking parents and their service providers. Indicators of professional behavior facilitative of collaborative partnerships were identified. These indicators were organized into six broad themes: (a) Communication, (b) Commitment, (c) Equality, (d) Skills, (e) Trust, and (f) Respect. The specific meaning of each theme is described, including similarities and differences between professionals and family members. Policy, practice, and future research implications are discussed.
Putting Self-Determination into Practice
Authors: Karvonen Meagan , Test David W. , Wood Wendy M. , Browder Diane , Algozzine Bob
Published: April 2014

Self-determination (SD) has been a major topic in special education literature over the past 10 years, but research-based practices on SD for students with disabilities are still limited. This study was designed to examine 6 programs identified as placing a major emphasis on promoting SD with students with disabilities. Qualitative data were gathered to examine stakeholder perceptions of SD outcomes, describe promising practices for promoting SD, and identify conditions supporting and barriers inhibiting successful implementation of practices. Data were analyzed through a cross-case analysis and were represented as themes reflective of perceptions of program success, site characteristics, promising practices, and factors that supported and/or impeded implementation. Recommendations for practice and future research are discussed.
Academic Achievement of K-12 Students with Emotional and Behavioral Disorders
Authors: Nelson J. Ron , Benner Gregory J. , Lane Kathleen , Smith Benjamin W.
Published: April 2014

This cross-sectional study was conducted with a random sample of 155 K-12 students served in public school settings and established the extent to which students with emotional/behavioral disorders (E/BD) experience academic achievement deficits with attention to age and gender differences. In addition, this study examined particular types of problem behaviors related to academic achievement. Results indicate that students with E/BD showed large academic achievement deficits across all of the content areas, and the deficits appeared to be stable or worsen in the case of mathematics across age. There appeared to be no gender differences. Additionally, externalizing behaviors were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not.
Qualitative Studies in Special Education
Authors: Brantlinger Ellen , Jimenez Robert , Klingner Janette , Pugach Marleen , Richardson Virginia
Published: April 2014

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality indicators that are important in conducting and evaluating qualitative research are identified. Finally, as an example of the evidence that can be produced using qualitative methods, the authors provide a summary of how 3 studies have provided important information that can be used to inform policy and practice.
Scaling Early Reading Alternate Assessments with Statewide Measures
Authors: Yovanoff Paul , Tindal Gerald
Published: April 2014

Alternatives to the standard statewide assessment often are necessary for valid measurement of students with significant disabilities. These alternate assessments must be carefully developed and evaluated with respect to generally accepted psychometric standards. Ideally, these measures should be sensitive to growth and scaled to state tests that are aligned with grade level content standards. In this study, we investigated the technical adequacy of early reading performance tasks for a Grade 3 statewide alternate reading test. Our research hypotheses pertain to (a) equitable measurement function across populations of students, (b) measurement dimensionality, and (c) item difficulty. Using test results obtained from annual testing in one state, our findings suggest that performance tasks are adequate for use in the alternate assessment, and they can be scaled in terms of the statewide testing metric.
Alternative Route Programs for Certification in Special Education: Program Infrastructure, Instructional Delivery, and Participant Characteristics
Authors: Rosenberg Michael S. , Boyer K. Lynn , Sindelar Paul T. , Misra Sunil K.
Published: April 2014

This study describes special education alternative route (AR) teacher preparation programs. The authors developed a national database of programs and collected information on program sponsorship, length and intensity, features, and participant demographics. Most of the 235 programs in the database were in states that had significant shortages of special education teachers, and the authors received 101 responses to the survey. Active collaboration and use of professional standards in program development were commonplace. Most programs required full-time teaching, although the length of preteaching preparation varied dramatically, as did overall program length. Although many participants were general education teachers or recent degree recipients, the largest subgroup consisted of midcareer changers. This article discusses these findings and provides recommendations for additional research.
The Politics of Discipline: Balancing School Safety and Rights of Students with Disabilities
Authors: McCarthy Mary Rose , Soodak Leslie C.
Published: April 2014

The present study examined how public school administrators negotiate discipline policies that are intended to protect the common good and the educational rights of students with disabilities. We investigated the political nature of these decisions and the strategies used in reaching them through interviews with administrators in 9 public high schools in New York State. Administrators were aware of a tension between individual rights and the common good when resolving discipline issues. The degree of tension was affected by a variety of factors including the way in which discipline hearings were conducted and the availability of resources. Finally, we found that administrators rely heavily on negotiating skills and processes as they implement policies that sometimes reflect competing democratic values.
Examining Individual and Ecological Predictors of the Self-Determination of Students with Disabilities
Authors: Shogren Karrie A. , Wehmeyer Michael L. , Palmer Susan B. , Soukup Jane Helen , Little Todd D. , Garner Nancy , Lawrence Margaret
Published: April 2014

This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined using structural equation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, but not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students' self-reported level of self-determination, but the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice.
Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension
Authors: O'Connor Rollanda E. , White Annika , Swanson H. Lee
Published: April 2014

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with ( n = 17) and without ( n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no significant differences between practice conditions.
A Qualitative Study of the Initiation and Continuation of Preschool Inclusion Programs
Authors: Purcell Megan L. , Horn Eva , Palmer Susan
Published: April 2014

Initiation and continuation of preschool inclusion is a challenging task. Through interviews and focus groups of school district and special education personnel, researchers in this study examined how 5 programs in 1 Midwestern state provided such services. The investigation used a multiple-case study methodology to examine how these programs initiated and sustained inclusive services. Especially important to these programs were factors such as having a shared vision, utilizing key personnel, and developing a structure within which the program could work.
Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools
Authors: Katz Lauren A. , Stone C. Addison , Carlisle Joanne F. , Corey Douglas Lyman , Zeng Ji
Published: April 2014

This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implications are discussed in relationship to the extent of instructional support needed by children identified as LD-SLD in the mainstream, and in terms of the specific dimension of reading skills as a criterion.
The Role of Domain Expertise in Beginning Special Education Teacher Quality
Authors: Brownell Mary T. , Bishop Anne G. , Gersten Russell , Klingner Janette K. , Penfield Randall D. , Dimino Joseph , Haager Diane , Menon Shailaja , Sindelar Paul T.
Published: April 2014

This study explored beginning special education teacher quality and the role that knowledge and skill for teaching reading plays in defining quality. The authors examined the relationship between beginning teachers' knowledge for teaching reading and their classroom practices during reading instruction and, further, relationships between classroom practices and student achievement gains on various reading measures. Findings revealed special education beginning teachers were somewhat knowledgeable about teaching reading, but this knowledge did not contribute a significant portion of variance to classroom practice. Practices in classroom management, decoding practices, and providing explicit, engaging instruction accounted for a significant portion of variance in student reading gains. Implications for further research and the preparation and induction of beginning teachers are provided.
The Impact of Specific Language Impairment on Adolescents' Written Text
Authors: Dockrell Julie E. , Lindsay Geoff , Connelly Vincent
Published: April 2014

This study examined the writing performance of 58 students with a history of specific language impairment, assessing them at ages 8, 11, 12, 14, and 16 to evaluate longitudinal trajectories of writing performance and relationships with oral language, reading, and handwriting fluency. At age 16, participants continued to experience problems with oral language and literacy: Their writing evidenced short texts, poor sentence structure, and difficulties with ideas and organization. Concurrent measures of vocabulary and spelling were significant factors in explaining writing performance. Handwriting fluency remained a particular difficulty for the current cohort and directly affected writing performance. Path analysis indicated that previous levels of literacy mediated the impact of oral language skills.
Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions
Authors: McDuffie Kimberly A. , Mastropieri Margo A. , Scruggs Thomas E.
Published: April 2014

Differential effects of a peer-tutoring intervention on the academic achievement of 203 7th-grade science students with and without disabilities in co-teaching and non-co-teaching settings were examined over an 8-week period. Impact of peer tutoring was assessed using a 2 condition by 2 settings by 2 types of students analysis of covariance with pretests as covariates. Results indicate that the peer-tutoring intervention was associated with improvements in student performance, and students in co-teaching settings perform better than those in non-co-teaching settings, but no additional value was added when peer tutoring was implemented in co-taught classrooms. Because co-teaching is increasingly used for teaching students with disabilities in general education classroom settings, implications of these findings for current practice and the need for future research are discussed.