bluuebunny/crossref_metadata_2025 huggingface dataset:
Remediating Academic Difficulties Through Strategy Training: The Acquisition of Useful Knowledge
Authors: Derry Sharon J.
Published: December 2008

Learning strategies are discussed in the context of a theory that distinguishes between declarative and procedural knowledge, and between inert and useful learning. The acquisition of useful, declarative knowledge can be facilitated by learning strategies that help students select, organize, integrate, and elaborate important ideas. However, useful, procedural knowledge is more likely to result from pattern acquisition and practice strategies. Learning strategies for self-motivation can facilitate the acquisition of both declarative and procedural knowledge. Strategies for useful learning can be devised by teachers and taught in classrooms.
Applications of Metacognition in Special Education
Authors: Mastropieri Margo A. , Bakken Jeffrey P.
Published: December 2008

This article briefly reviews the salient features of Derry's (this issuee) notions concerning the remediation of academic difficulties via strategy training. The most critical features that have implications for instruction are presented. Support for these notions from research literature with special education populations is provided, and several illustrative examples of the strategies are presented.
Providing the Context for Intentional Learning
Authors: Palincsar Annemarie Sullivan
Published: December 2008

This article is written in response to Sharon Derry's article “Remediating Academic Difficulties Through Strategy Training: The Acquisition of Useful Knowledge.” The features of effective strategy instruction, to which Derry refers, are illustrated by examining the nature of the decisions the teacher confronts; specifically, determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and students in instruction.
Organizing for Effective Paraprofessional Services in Special Education: A Multilingual/Multiethnic Instructional Service Team Model
Authors: Miramontes Ofelia B.
Published: December 2008

A challenge for the instruction of linguistically diverse exceptional students is the need for identifying individuals who can provide links between the students' home and the school. Individuals fluent in the students' home language and familiar with their culture can play important roles in the prereferral process and in staffing and intervention. Finding certificated bilingual/bicultural personnel in the many languages represented by exceptional students in schools remains difficult and, too often, support personnel are not sufficiently prepared to represent special education to their respective communities. This paper explores important elements necessary to develop a stable, well-prepared itinerant instructional team that includes paraprofessionals working collaboratively with, and under the direct instructional supervision of, a certified special education teacher. Such a team can provide a vehicle by which districts with limited bilingual/bicultural personnel can maximize their resources, integrate services, and more effectively serve a great number of linguistically diverse students.
What Puts Pupils at Risk? An Analysis of Classroom Teachers' Judgments of Pupils' Behavior
Authors: Kauffman James M. , Wong Kathleen L.H. , Lloyd John Wills , Hung Li yu , Pullen Patricia L.
Published: December 2008

Fifty-four general classroom teachers completed a brief demographic questionnaire and a modified version of the SBS Inventory of Teacher Social Behavior Standards and Expectations, on which they were asked to indicate whether the absence of certain adaptive behaviors or presence of certain maladaptive behaviors places a pupil at risk. Significant relationships were found between teachers' standards and expectations for behavior and their judgments of risk. Teachers judging more adaptive behaviors to be critical and more maladaptive behaviors to be unacceptable also judged the absence of more adaptive behaviors and presence of more maladaptive behaviors as placing a pupil at risk. Not all failures to exhibit critically important adaptive behavior and not all unacceptable behaviors were judged as placing a pupil at risk; teachers discriminated between behaviors not meeting their personal standards and expectations and those likely to heighten risk. Implications for research and practice were discussed.
Using Letter-Naming Speed to Diagnose Reading Disability
Authors: Carver Ronald P.
Published: December 2008

Letter-naming speed was investigated to determine if it measures cognitive speed, a theoretical factor that purportedly influences or limits reading rate. A group of 47 students in Grades 2 through 10 were administered a large battery of computerized tests. A factor analysis of seven rate measures resulted in two factors that correlated .37: a cognitive speed factor (Cs) and a rauding rate level factor (Rl.), with the two measures of letter-naming speed loading highly on the Cs factor. Empirical measures of these two factors were derived by averaging across tests that loaded highly on each factor, and these new measures of Cs and Rl. correlated substantially---.51. Cs correlated near zero (-.18) with a traditional measure of intelligence, called cognitive power (Cp). Thus, cognitive speed and cognitive power seem to be two independent factors influencing reading ability. Whereas cognitive power has traditionally been used to diagnose reading disabilities, it now appears that letter-naming speed can be used to measure an equally important factor, called cognitive speed.
A Cultural-Organizational Perspective on Special Education and the Exclusion of Youth with Social Maladjustment
Authors: Webber Jo
Published: December 2008

The practice of excluding students with social maladjustments from special education has stimulated various professional opinions. Maag and Howell have speculated from a cultural-organizational perspective about why such a practice exists and bow best to address it. It was particularly interesting to note the similarities between their premise and that of William Rhodes, who wrote 20 years ago about social deviance from a sociological and ecological perspective. Maag and Howell have once again reminded us that we cannot prevent and treat emotional and behavioral problems in students by dealing only with the students (i.e., definitions, labels, diagnostic-prescriptive models); prevention and treatment must address system restructuring and a change of values. I agree. However, I also believe that system restructuring needs to include some coercive change techniques such as a revised, more inclusive, federal definition of emotional and behavioral disorders.
Influences on Teachers' Attitudes of the Parents' Role as Collaborator
Authors: Michael Martha G. , Arnold Kevin D. , Magliocca Larry A. , Miller Shawn
Published: December 2008

A descriptive study was conducted to identify factors that influence special education teachers' attitudes about parents as educational collaborators. The study found that teachers view parents as more capable and are more open to parent input if they interact more frequently. Student age was found to influence openness, independent of interaction frequency. None of the factors analyzed were found to be related to perceptions of incapability. The results are interpreted as consistent with other collaboration studies that indicate greater amounts of interactions increase positive attitudes about others' roles in collaboration.
Fragile X Syndrome
Authors: Santos Karen E.
Published: December 2008

Fragile X syndrome is a recently identified genetic disorder considered to be the most common inherited form of mental retardation. Current research is revealing that this chromosomal anomaly is linked to a variety of other educationally relevant problems including learning disabilities, attention deficit disorders, speech and language deficits, autistic characteristics, and behavior disorders. A description of the unique inheritance pattern reveals why milder forms of the syndrome are now beginning to be identified and educational interventions applied. This review highlights the physical, intellectual, academic, behavioral, and communication characteristics associated with fragile X. With knowledge of fragile X syndrome, the educator can play a key role in recognizing the disorder and referring for both early diagnosis and genetic counseling.
Effects of Three Orthographic/Phonological Units on First-Grade Reading
Authors: Haskell Dorothy W. , Foorman Barbara R. , Swank Paul R.
Published: December 2008

This investigation examined whether instruction at the onset—rime level (e.g., "b—at") facilitates first graders' accuracy in word reading more than instruction at the whole word-level (“bat”) or phoneme level (“b—a—t”). Forty-eight first graders were randomly assigned to phoneme, onset—rime, whole-word, or unseen control (receiving whole-language instruction in the classroom) groups and trained with individual cardboard letter sets in 15 twenty-minute sessions over a 6-week period. Groups were comparable on pretests of intellectual ability, phonemic segmentation, reading achievement, and ability to read 40 regular and 20 exception words. On the posttest of these 60 words, the phoneme and onset-rime groups were significantly more accurate than the whole-word groups, and there was a tendency for the onset—rime group to outperform the other three groups. Moreover, there was a tendency for phoneme students to be more accurate on regular words and onset—rime students to be more accurate on exception words.
Arithmetic Programming for Students with Disabilities
Authors: Cawley John F. , Parmar Rene S.
Published: December 2008

This article discusses arithmetic instruction for students with disabilities that differs substantially from that traditionally used in special education. It provides a framework from cognitive psychology that has possible implications for rethinking current traditional teaching approaches, and demonstrates a basis from which changes in curriculum and instruction can enhance the cognitive processing of students. It challenges the current practice of teaching computation as rote memorization and questions the extent to which there is only one way to teach an algorithm. The article emphasizes an approach that promotes problem solving, reasoning, and communication as advocated by the National Council of Teachers of Mathematics (NCTM), and provides an outline of ideas that are in keeping with the philosophy of the Standards for Curriculum and Evaluation as supported by NCTM.
The Testing Practices of Mainstream Secondary Classroom Teachers
Authors: Putnam M. Lewis
Published: December 2008

Three procedures were utilized to select 60 seventh-grade and 60 tenth-grade teachers in Kansas, Florida, and Indiana to participate in a comprehensive study to identify the setting demands of mainstream secondary classrooms. As part of the study, these teachers were interviewed regarding their overall testing practices and those associated with the testing cycle (i.e., testing practices before, during, and after test administration) in four major content subject areas (English, science, social studies, and mathematics). Data indicate that special education teachers need to teach adolescents with mild handicaps effective test-taking strategies and skills to enable them to cope effectively in general education classrooms. Test-taking strategies developed at the University of Kansas Institute for Research in Learning Disabilities as part of the Strategies Intervention Model are discussed, as are basic test-taking skills and instructional procedures for special and general educators to implement to enhance students' acquisition of content-area information often found on classroom tests.
The Impact of Mini-Lessons on Writing Skills
Authors: Dowis Cindy L. , Schloss Patrick
Published: December 2008

The effects of mini-lessons on writing skills during whole-group instruction were investigated. Four sixthgrade students with learning disabilities in two classrooms were taught two skills during the writing process by the teacher in the general classroom. The two skills taught were the use of adverbial phrases and the use ofpossessives. The replicated multiple baseline across behaviors with counterbalancing orders demonstrated increases in the skills for three of the four students. Limitations of this study are seen in the ascending baseline of two of the eight baselines. The ascending baselines may be due to the students hearing the instructions for the skill being taught to the other group. The results indicate that mini-lessons during the writing process in general classroom instruction can be employed to teach skills to students with learning disabilities. The results from the treatment and the maintenance phase support the use of mini-lessons to increase learning of skills for students with learning disabilities.
Social/Behavioral Variables Related to Success in General Education
Authors: Fad Kathleen S. , Ryser Gail R.
Published: December 2008

The purpose of this research was to identify social/behavioral variables that are necessary for students' success in general education. The first study included 96 elementary school students who were rated by their general education teachers as either successful or unsuccessful in the mainstream environment. The study investigated differences between the two groups on (a) demographic variables, including sex, ethnicity, grade level, and socioeconomic status; and (b) social/behavior variables in three domains (peer relationships, coping skills, and work habits). The follow-up study examined 75 of the original participants on the same variables. Significant differences between successful and unsuccessful students were found on socioeconomic status and all three of the social/behavioral variables. Specific behaviors that were most critical for students' success in the mainstream were identified. The findings support the premise that students' success in general education is determined in part by social/behavioral variables. Consideration of these social/behavioral variables may be helpful when teachers make decisions about placement and programming for students who are at risk for school failure or identified as having learning disabilities.
Cognitive Cover, Copy, and Compare
Authors: Skinner Christopher H. , Bamberg Harold W. , Smith Emily S. , Powell Susan S.
Published: December 2008

A within-subjects, across-tasks, multiple-baseline design was used to evaluate the effects of a cognitive cover, copy, and compare (C-CCC) intervention on the division fact performance of three elementary students in a self-contained classroom for students with behavioral disorders. Students were trained to look at a division problem and answer, cover the problem and answer, say the problem and answer to themselves (subvocally), uncover the problem and answer, and evaluate their subvocalizations from memory. If students made an error, they were instructed to repeat the procedure with that item, until correct, before proceeding to the next item. The data showed that two of the three students increased their rate of correct responding to mastery level following the C-CCC intervention. The third student required feedback and goal setting to reach mastery level. Assessment data, collected 8 months following the intervention phase, showed that all three students maintained increased rates of correct responding to division facts.
Research on Self-Monitoring as a Behavior Management Technique in Special Education Classrooms
Authors: Webber Jo , Scheuermann Brenda , McCall Carolyn , Coleman Margaret
Published: December 2008

Twenty-seven studies pertaining to the use of self-monitoring for behavior management purposes in special education classrooms were examined. The studies were described in detail, questions regarding the reactivity of self-monitoring were posited, and implications for classroom instruction were delineated. It was found that self-monitoring can be successfully used with special education students of various ages in various settings to increase (a) attention to task, (b) positive classroom behaviors, and (c) some social skills. It can also be successfully used to decrease inappropriate classroom behavior. Self-monitoring apparently has the additional benefit of enhancing the likelihood that positive classroom behaviors will generalize to other settings. Self-monitoring techniques are easy to teach and have great promise as a behavior management strategy. However, new information regarding whether self-monitoring is true self-management or self-regulation was not found in this review. It is recommended that further research he conducted to examine whether self-monitoring works better than teacher-monitoring to control student behavior and to determine whether internal or external contingencies account for the reactivity effects.
Writing Research Reports for Publication
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: December 2008

The purposes of this article are to highlight the salient, and sometimes invisible, features of the standard format for reporting research and to provide guidelines to help novice writers avoid some of the more frequent problems they encounter. First, we describe some general considerations about planning and writing for publication. Then, after discussing each of the five components of the research report (abstract, introduction, method, results, and discussion), we address questions about the writing and publishing process frequently posed by our students as they begin to conduct and disseminate research independently.
Performance in Reading From Content Area Text as an Indicator of Achievement
Authors: Espin Christine A. , Deno Stanley L.
Published: December 2008

This study examined the relationship between basic reading literacy and student academic success, extending the work on curriculum-based measurement to examine the validity of a simple and direct measure of reading proficiency for students at the secondary level. Participants were 121 10th-grade students from a rural high school in a small midwestern community. Samples of student reading were obtained by having students read aloud from multiple English and science textbook passages. In addition, student scores on a standardized reading test were collected. The relationships between reading measures and performance on a classroom study task, grade point average, and a variety of achievement test scores were examined. To investigate differential effects related to content area and achievement levels, data were collected in English and science for low- and high-performing students. Results of correlational analyses revealed low-moderate to moderately high correlations between reading measures and scores on a classroom study task, grade point average, and achievement test performance. Reading aloud from text was more strongly related to academic success for students at the lower end of the grade-point distribution than for students at the upper end. Recommendations are made for the use of reading aloud measures in program planning and implementation for students at the secondary level.
A Statewide Survey of the Beliefs and Practices of Chapter 1 Reading Teachers
Authors: Muchmore James A.
Published: December 2008

Based on the assumption that teachers' instructional practices are guided by beliefs that are consistent with identifiable theoretical orientations, this study describes the predominant beliefs and practices of kentucky's k-6 chapter 1 reading teachers (n = 1,279) and the extent to which their beliefs and practices are related. In light of the hawkins-stafford amendments, which have mandated the teaching of advanced skills, it was hypothesized that the teachers would have difficulty implementing this instruction if it were not supported by their underlying beliefs about reading problems. The results indicate that most of the teachers do not engage in practices that match their beliefs, but that those whose beliefs and practices are consistent with an advanced skills orientation to reading problems are generally more professionally involved. Several recommendations for facilitating teachers' professional development are provided.
Special Education Teachers Interpret Constructivist Teaching
Authors: REID D. KIM , KURKJIAN CATHERINE , CARRUTHERS S. SALLY
Published: December 2008

THIS EMIC, QUALITATIVE STUDY EXAMINES HOW MASTER'S-LEVEL SPECIAL EDUCATION TEACHERS OPER-ATIONALIZED CONSTRUCTIVIST TEACHING. WE ANALYZED 21 VIDEOTAPED TEACHING DEMONSTRATIONS AND INFORMATION GLEANED FROM THE TEACHERS' ESSAYS, JOURNALS, AND UNIVERSITY CLASS DISCUSSIONS TO DESCRIBE THE TEACHERS' BELIEFS (TRADITIONAL), THE INSTRUCTIONAL TASKS THEY DEVISED (HANDS-ON AND TEXT-BASED), AND THE DYNAMIC INSTRUCTIONAL GOALS THEY PURSUED: (A) STRUCTURE AND ORDERLINESS, (B) SHARED TASK UNDERSTANDING, (C) OBJECTIFICATION OF KNOWLEDGE, (D) INDEPENDENT USE OF KNOWLEDGE, AND (E) POSITIVE MOTIVATION AND AFFECT. THEIR LESSONS VARIED CONSIDERABLY FROM WHAT WE HAD MODELED IN THEIR UNIVERSITY CLASS AND FROM THE LITERATURE DESCRIPTIONS OF CONSTRUCTIVIST TEACHING, WHICH EMPHASIZE STUDENT MEANING MAKING THROUGH SELF-REGULATION, SOCIAL INTERACTION, AND PROBLEM SOLVING. OUR PURPOSES WERE TO PROVIDE A RICH DESCRIPTION OF THE WAY PRACTITIONERS FRAME AND TRANSFORM THEIR FIRST EXPOSURE TO CONSTRUCTIVISM AND TO CONTRIBUTE TO A SCHOLARLY DISCOURSE IN WHICH PRACTICE INFORMS THE KNOWLEDGE BASE OF THE PROFESSION.
Effects of Inclusion on the Academic Performance of Classmates Without Disabilities
Authors: SHARPE MICHAEL N. , YORK JENNIFER L. , KNIGHT JOHN
Published: December 2008

TO INVESTIGATE THE IMPACT OF INCLUSIVE SCHOOL ENVIRONMENTS ON THE ACADEMIC PERFORMANCE OF GENERAL EDUCATION STUDENTS, A PRETEST-POSTTEST POST HOC STUDY WAS CONDUCTED. FOR THE PURPOSES OF THIS STUDY, AN INCLUSIVE ENVIRONMENT WAS DEFINED AS A GENERAL EDUCATION ELEMENTARY CLASSROOM WITH MEMBERS INCLUDING SOME WHO HAD SIGNIFICANT DISABILITIES AND WHO WERE PREVIOUSLY TAUGHT IN SELF-CONTAINED SPECIAL EDUCATION CLASSROOMS. THIS STUDY EXAMINED THE ACADEMIC PERFORMANCE DIFFERENCES BETWEEN 35 GENERAL EDUCATION STUDENTS EDUCATED IN AN INCLUSIVE ENVIRONMENT (THE INCLUSION GROUP) AND 108 GENERAL EDUCATION STUDENTS WHO WERE NOT IN INCLUSIVE ENVIRONMENTS (THE COMPARISON GROUP). GROUP ACHIEVEMENT TEST SCORES AND REPORT CARD RATINGS WERE USED AS PERFORMANCE INDICATORS IN THE ACADEMIC AREAS OF READING, LANGUAGE ARTS, MATHEMATICS, AND THE BEHAVIORAL AREAS OF CONDUCT AND EFFORT. THE RESULTS OF THE STUDY REVEALED NO STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS FOR EVERY ACADEMIC AND BEHAVIORAL MEASURE.
Section 504 Policies and Procedures
Authors: KATSIYANNIS ANTONIS , CONDERMAN GREG
Published: December 2008

THIS STUDY FOCUSES ON THE COMPLEXITIES OF PROVIDING SERVICES TO STUDENTS WITH DISABILITIES WITHIN THE LEGAL FRAMEWORK OF SECTION 504 OF THE REHABILITATION ACT OF 1973. A BRIEF SURVEY INSTRUMENT, SENT TO ALL STATE SPECIAL EDUCATION DIRECTORS, WAS USED TO DETERMINE STATE PRACTICES ADDRESSING THE EDUCATIONAL NEEDS OF STUDENTS WITH DISABILITIES UNDER SECTION 504. ALL 50 STATES AND THE DISTRICT OF COLUMBIA PARTICIPATED IN THE STUDY. EXISTING STATE POLICIES/GUIDELINES WERE ALSO EXAMINED IN LIGHT OF SEVEN COMPONENTS OUTLINED IN SUBPART D OF SECTION 504. BASED ON THE DATA COLLECTED, AS WELL AS THE REVIEW OF THE LITERATURE, SUGGESTIONS ARE PROVIDED FOR DEVELOPING SECTION 504 POLICIES AND PROCEDURES.
Training Police Officers About Persons with Disabilities
Authors: McAFEE JAMES K. , MUSSO STEPHANIE L.
Published: December 2008

Directors of police academies in the 50 states were contacted regarding training policies for new officers. Only Massachusetts and New Hampshire failed to provide any information. Thirty-Six states require instruction on persons with disabilities as part of initial police training; another four states provide some training but do not require it. An analysis of training topics reveals a wide variety of content, but most academies provide training about mental illness. Few academies include training about learning disabilities, mental retardation, or physical impairments (see note 1).
Discourse Analysis
Authors: Forman Ellice A. , Mccormick Dawn E.
Published: December 2008

Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.
Soft Modeling and Special Education
Authors: Pulos Steven , Rogness Neal
Published: December 2008

This article briefly describes soft modeling with partial least squares (pls) in a nontechnical manner. soft modeling with pls was developed by herman wold (1985) for model building and evaluation in situations with high complexity but without well-articulated theories. because many believe that this is the situation in education, we believe that soft modeling with pls is a useful tool for educational research.
To Leave or to Stay?
Authors: GEORGE NANCY L. , GEORGE MICHAEL P. , GERSTEN RUSSELL , GROSENICK JUDITH K.
Published: December 2008

In this investigation we examined the career intentions of 96 teachers of students with emotional and behavioral disorders. results indicated that 36.5% of the sample planned to leave the field during the upcoming year, and 10.4% were unsure about their future career plans. we found that “potential leavers” were not distinguished from “stayers” by personal characteristics such as experience, training, or competency, but by variables related to the organizational structure of the school setting, such as the type of service delivery model in which they worked, the adequacy of support, and the time available for developing curricula and completing paperwork. we discuss these findings in light of recent literature that has linked teacher motivation and commitment to the working conditions in today's schools.
Learning to Recruit Assistance to Attain Transition Goals
Authors: BALCAZAR FABRICIO E. , KEYS CHRISTOPHER B. , GARATE-SERAFINI JUANA
Published: December 2008

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.
State Practices on Inclusion
Authors: KATSIYANNIS ANTONIS , CONDERMAN GREG , FRANKS DAVID J.
Published: December 2008

Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.
Meaningful Professional Development in Accommodating Students with Disabilities Lessons Learned
Authors: SCHUMM JEANNE SHAY , VAUGHN SHARON
Published: December 2008

The purpose of this article is to describe lessons learned from a series of professional development programs with inservice teachers (elementary through high school) designed to promote improvement of practices for instructing students with high-incidence disabilities in general education settings. initial professional development programs (n = 4) focused on exploring possibilities for effective formats and content. subsequent programs (n = 3) built on lessons learned and developed an intensive collaboration between university and school-based researchers in elementary classroom settings. pros and cons of each program are discussed as well as future directions for research.
The Effects of Combining Peer Tutoring and Attribution Training on Students' Perceived Self-Competence
Authors: YASUTAKE DAVID , BRYAN TANIS , DOHRN ELIZABETH
Published: December 2008

STUDENTS WITH LEARNING DISABILITIES AND STUDENTS AT RISK FOR REFERRAL FOR SPECIAL EDUCATION ASSESSMENT SERVED AS TUTORS FOR YOUNGER CHILDREN IN A PEER TUTORING PROGRAM. DURING WEEKLY TRAINING SESSIONS, THE TUTORS IN ONE CONDITION WERE TRAINED TO RESPOND TO TUTEES' CORRECT RESPONSES WITH STATEMENTS ATTRIBUTING THEIR SUCCESS TO ABILITY AND EFFORT, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. IN A SECOND CONDITION, STUDENTS WERE TRAINED TO RESPOND TO CORRECT RESPONSES WITH GENERAL FEEDBACK STATEMENTS, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. ANALYSES WERE CONDUCTED FOR BOTH TUTORS AND TUTEES ON MEASURES OF COMPETENCE, ATTRIBUTIONS, AND SOCIAL COMPARISONS. RESULTS INDICATED THAT STUDENTS IN THE ATTRIBUTION-PLUS-STRATEGY TRAINING BECAME MORE POSITIVE IN THEIR SELF-PERCEPTIONS THAN STUDENTS IN THE STRATEGY-ONLY CONDITION.
Inclusive Schooling in St. Cloud
Authors: BARR JENNIFER YORK , SCHULTZ TERRY , DOYLE MARY BETH , KRONBERG ROBI , CROSSETT SANDY
Published: December 2008

THE PURPOSE OF THIS STUDY WAS TO BETTER UNDERSTAND HOW INCLUSIVE SCHOOLING FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES WAS INITIATED IN THE ST. CLOUD COMMUNITY SCHOOLS, MINNESOTA, SEVENTEEN INDIVIDUALS WERE INTERVIEWED. FINDINGS ALIGN WITH CURRENT SCHOOL RESTRUCTURING RESEARCH IN THAT (A) INDIVIDUAL PEOPLE WERE CENTRAL TO THE CHANGE PROCESS, (B) MEANING AND VALUES ARE OF GREATER IMPORTANCE THAN STRUCTURE, AND (C) ELEMENTS OF EFFECTIVE TEACHING EXTEND BEYOND COMPETENCIES AND BEHAVIORS TO PERSONAL CHARACTERISTICS AND ATTRIBUTES. IMPLICATIONS FOR RESEARCH, PRACTICE, AND PERSONNEL DEVELOPMENT ARE PROPOSED.
School-Linked Services Integration
Authors: SKRTIC THOMAS M. , SAILOR WAYNE
Published: December 2008

This article considers the implications of the school-linked services integration reform movement for professional practice and discourse in the fields of special and remedial education, as well as for the broader political goal of democratic transformation in america. although we see the services integration policy agenda as an important vehicle for addressing a variety of interrelated social and educational problems associated with the transition to a postmodern society, we argue that it hasn't been adequately theorized in terms of the methods of discourse and value orientation necessary to achieve its explicit and implicit goals. we begin with a discussion of postmodern theorizing in which we identify pragmatism as providing the appropriate method and value analytic framework for realizing the goals of the school-linked services integration movement and the broader aim of democratic transformation. then, we consider some key examples of the school-linked services integration concept, noting their affinity with those of school restructuring and inclusive education reform efforts'in education, as well as the affinity of all three reform movements with the democratic principles of voice, participation, and inclusion. we highlight these democratic themes to show that, in a broad sense, inclusion embodies the new cultural logic of postmodernity.
Cooperative Teaching
Authors: Salend Spencer J. , Johansen Merry , Mumper Jean , Chase Ann S. , Pike Kathryn M. , Dorney Judith A.
Published: December 2008

One approach for educating students with disabilities in general education settings is cooperative teaching. Through use of an open-ended, non-directed dialogue journal maintained by two teachers of their perceptions as a cooperative teaching team, this article examined their perspectives and experiences, and the evolution of their relationship. The factors that contributed to the development of their relationship and implications of the findings for teachers, administrators, and teacher trainers are discussed.
Intrinsic Motivation and Academic Achievement
Authors: Dev Poonam C.
Published: December 2008

Encouraging children's intrinsic motivation can help them to achieve academic success (adelman, 1978; adelman & taylor, 1986; gottfried, 1983, 1985). To help students with and without learning disabilities to develop academic intrinsic motivation, it is impoptant to define the factors that affect motivation (adelman & chaney, 1982; adelman & taylor, 1983). This article offers educators an insight into the effects of different motivational orientations on the school learning of students with learning disabilities, as well as into the variables affecting intrinsic and extrinsic motivation. Also included are recommendations, based on empirical evidence, for enhancing academic intrinsic motivation in learners of varying abilities at all grade levels.
Student Perception, Mathematical Problem Solving, and Learning Disabilities
Authors: Montague Marjorie
Published: December 2008

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.
A Descriptive Analysis of Mathematics Curricular Materials from a Pedagogical Perspective
Authors: Carnine Douglas , Jitendra Asha K. , Silbert Jerry
Published: December 2008

In this article, we present six pedagogical criteria, five of which were gleaned from research related to effective teaching practices, followed by a narrative description of the extent to which the early 1990s editions of three basal mathematics programs applied these criteria in designing instructional sequences. Specifically, the purpose of the descriptive study was to compare lessons that taught adding and subtracting fractions in the fifth-grade books of each of the three basals. The present analysis of traditional basals revealed areas of serious concern: big ideas were rarely identified, introduced, or integrated; content was introduced too rapidly; teaching demonstrations were often not explicit or straightforward; manipulative activities were open-ended and ineffective; and review was inadequate. Finally, we propose recommendations for using the six curriculum design criteria to evaluate and modify mathematics curricular materials.
Comprehending Youth Violence
Authors: Webber Jo
Published: December 2008

Over the past decade, criminal and violent acts committed by juveniles have increased dramatically. Several factors have contributed to this disturbing trend, including negative family situations, difficult individual characteristics, and societal factors. Because this problem is of so much concern to so many people, a myriad of programs, strategies, and policies have been suggested and implemented for the purpose of reducing youth violence. The literature is replete with program descriptions and global recommendations for schools, mental health agencies, juvenile justice agencies, and lawmakers. In fact, this wealth of literature has made it increasingly difficult for practitioners to decipher the true nature of youth violence and to analyze the responses. In order to assist practitioners in their task of coping with aggressive and violent youth, this article will apply a transactional-ecological framework to the problem of youth violence. By viewing this troublesome issue within a comprehensive framework, readers will be better equipped to understand the nature of the problem, to choose their own role in preventing and treating it, and to evaluate current recommendations.
Teaching Meal Planning to Youth with Mental Retardation in Natural Settings
Authors: Arnold-Reid Gae S , Schloss Patrick J. , Alper Sandra
Published: December 2008

Meal planning is a critical area of development for persons diagnosed with mental retardation and/or mental illness. although substantial interest in meal planning has been shown by professionals in the field, there remains a need to validate instructional programs that enable persons with disabilities to plan healthful meals. the present study was conducted to evaluate the influence of a meal planning training strategy on skills required for planning nutritious meals. the recommended dietary allowances of vitamins and minerals were used as criteria in measuring the healthful-ness of actual meals. a multiple probe design across individuals was used to evaluate the efficacy of the meal planning training. results indicated that the meal planning training procedures were effective in increasing healthy food choices and nutritional value of meals. all participants maintained 100% of the recommended dietary allowances, while keeping the total number of calories consumed per day at the level recommended for age and gender.
Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities
Authors: Drecktrah Mary Ellen , Chiang Berttram
Published: December 2008

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.
Curricular Implications of Transition Life Skills Instruction as an Integral Part of Transition Education
Authors: Patton James R. , Cronin Mary E. , Jairrels Veda
Published: December 2008

The importance of systematic and comprehensive transition planning is promoted by a significant number of professionals in the field of special education and underscored by federal mandate. Sometimes lost in the multifaceted process of transition are the curricular features that ensure that important knowledge is covered and requisite skills are taught. The key point embedded in the transition planning process is that areas of need will be addressed before the student exits from the school system. This process functions on a reactive basis: Needs are identified, transition goals are developed, and action is taken. A well-grounded understanding of students' transition needs can lead to a more proactive approach to teaching the life skills that are critical to functioning successfully in adulthood. A variety of ways to teach transition-related topics are discussed, and examples are provided. However, the option most appropriate for certain students will depend on the settings in which they receive their education.
Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms
Authors: Allsopp David H.
Published: December 2008

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.
Using Dialogue Journals to Promote Student Learning in a Multicultural Teacher Education Course
Authors: Garmon M. Arthur
Published: December 2008

Although keeping some type of journal is a common requirement in many education courses, little research has been conducted on how journals are actually used to promote student learning. This study investigated the use of dialogue journals as a tool for promoting the learning of prospective teachers in a multicultural teacher education course. In this article I define dialogue journals and briefly discuss the events leading to my decision to introduce them into a course on diversity. Next, I provide a rationale for the use of dialogue journals. I then explain how I used dialogue journals as a tool for promoting student learning in the course. Finally, I discuss limitations of this study and present implications for future research.
Pathways to Teacher Learning in Multicultural Contexts
Authors: Artiles Alfredo J. , Barreto Ramona M. , Peña Luis , McClafferty Karen
Published: December 2008

This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1--year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.
Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms
Authors: Stanovich Paula J. , Jordan Anne , Perot Josette
Published: December 2008

This study provides data on the social and affective functioning of 2,011 students in second to eighth grade who were receiving instruction in inclusive general education classrooms. Students were identified as being at risk for school failure, having a disability, using English as a second language, or non-categorized. The academic self-concept and social integration of the students were assessed using two instruments: The Perception of Ability Scale for Students (PASS) and the Perception of Social Closeness Scale (PSCS). On the PASS, the noncategorized group scored significantly higher than each of the three identified groups, but the means of the three categorized groups did not differ significantly. Peer acceptance was again significantly higher for the noncategorized children than it was for each of the three identified groups. However, the group of students with disabilities differed significantly from the group who were at risk, with those children scoring lowest on this measure. Relative differences between academic self-concept and social integration were explored in a series of convergent analyses. Children with disabilities and children who were at risk displayed particularly large (but opposite) discrepancies: Those who were at risk were relatively accepted by their peers but had low perceptions of their own academic abilities. The children with disabilities, however, rated relatively higher in academic self-concept than in social closeness. These relative discrepancies have implications for practice.
Histories of Special Education
Authors: SMITH J. DAVID
Published: December 2008

ABSTRACT

The history of special education is a collection of the memories and stories that serve as a foundation for the field. Historical research sometimes reveals previously overlooked insights. It is also an opportunity for understanding aspects of people and events that have previously been overlooked. Historical research may also help to bring a new or different focus to contemporary issues and challenges in the field of special education. Most important, however, historical scholarship is a commitment to seeking the “truest” story among the facts that have been recorded and transmitted in the discipline.
Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings
Authors: McDougall Dennis
Published: December 2008

This comprehensive review of the literature revealed that although more than 240 self-management studies have been published over the past 3 decades, only 14 of these studies have targeted students with disabilities in general education settings. These 14 studies indicate moderate to strong improvements in students' performance following training and thereby provide support for the efficacy of self-management as an inclusive technique. I provide descriptive summaries for each study, analyses of procedural, outcome, and methodological issues, and suggestions and resources for researchers and teachers who seek to promote self-management by students with disabilities in general education settings.