bluuebunny/crossref_metadata_2025 huggingface dataset:
Writing SMART rehabilitation goals and achieving goal attainment scaling: a practical guide
Authors: Bovend'Eerdt Thamar JH , Botell Rachel E , Wade Derick T
Published: February 2009

Objective: To describe a practical method of setting personalized but specific goals in rehabilitation that also facilitates the use of goal attainment scaling.

Background: Rehabilitation is a complex intervention requiring coordinated actions by a team, a process that depends upon setting interdisciplinary goals that are specific, clear and personal to the patient. Goal setting can take much time and still be vague. A practical and standardized method is needed for being specific.

Method: A novel approach to writing specific, measurable, achievable, realistic/ relevant and timed (SMART) goals is developed here. Each goal can be built up by using up to four parts: the target activity, the support needed, quantification of performance and the time period to achieve the desired state. This method can be employed as part of goal attainment scaling and the other levels can be easily and quickly formulated by adding, deleting and/or changing one or more of the (sub)parts.

Discussion: The success of goal setting and goal attainment scaling depends on the formulation of the goals. The method described here is a useful tool to standardize the writing of goals in rehabilitation. It saves time and simplifies the construction of goals that are sufficiently specific to be measurable.
Construction of Health Preferences: A Comparison of Direct Value Assessment and Personal Narratives
Authors: Kerstholt José H. , van der Zwaard Fred , Bart Hans , Cremers Anita
Published: February 2009

Background. Most terminally ill patients prefer to die at home rather than at an institution. However, patients are often insufficiently aware of the downsides of staying at home, which signals a need for effective decision aids. Objectives. The main purpose of the present study was to compare indirect methods of value elicitation (personal narratives [``stories''] in text or video) with a direct method (assessment of the subjective importance of each attribute). Methods . The authors asked 183 participants to evaluate 3 possible places to die: home, hospice, and nursing home. The participants received 1 of 3 value elicitation methods. The main dependent variable was participants' evaluations of the choice options before and after value elicitation, measured on a 100-point scale. Results . A shift occurred between pre- and posttest, F(4, 342) = 4.11, P = 0.003, only with the indirect methods. When text and videos were used, participants became more positive about a hospice (text: 41.9 to 49.1; video: 52.9 to 60.3). In the video condition, participants also became more positive about a nursing home (from 20.9 to 24.9). Conclusion . Stories have more impact in shaping people's preferences than merely asking for an assessment of attribute importance. The most straightforward explanation for this effect is that stories, particularly when presented in video, provide a better image of potential consequences.
Working with Disability in Groups
Authors: Smith Margaret
Published: February 2009

I link the experience of disability to some psychoanalytic theories of early development and recent studies into the effect of early attachment experiences on the development of the brain. I will show that the group regresses to the earliest stages of development in order to work with body-mind experiences, and to find a language in which to make sense of their current experience.

I will then discuss how this can be worked with in an analytic group. I also link this to working with chronically psychologically disabled patients. The group is a space to enable members to increasingly own and tolerate their disability.
Religious Fundamentalism and Mental Illness: A Group Analytic Exploration
Authors: Abbott Roselyn M.
Published: February 2009

This article applies group analytic thinking to the relationship between religious fundamentalism and mental illness. Religion is explored as a means of social cohesion, and religious fundamentalism as a regressive response to globalization. Extrinsic and intrinsic religious attitudes are compared, with evidence of mental health within the latter. Clinical examples are offered to explore the potential heightening of mental distress for those presenting with culturally liminal attitudes within fundamentalist communities. Within contemporary society, it is proposed that the inclusion of psychoanalytic thinking within religious practice and the secular acceptance of the religious function could enable the emergence of a self-reflexive, and therefore more humane, spirituality.
Becoming Conscious of the Human Group
Authors: Bacha Claire S.
Published: February 2009

Groups have been shown to be effective therapeutic tools in the hands of skilled group conductors. Clients often observe that they feel better somehow, but that they do not know how this has happened. The author proposes that group analytic groups heal because they evoke the `Human Group', the species-specific group which evolved together with other facets of human biology, and which formed the hunter—gatherer tribes up to the spread of agriculture 10,000 years ago. The author states that, besides the theoretical and philosophical notions of the group, and of the social unconscious, there are also historical and pre-historical notions. Some of these notions can be found in primatology, palaeontology, archaeology, anthropology, and sociology, when writings in these disciplines are viewed with a focus on the group.
Anti-réalisme, rationalité limitée et théorie expérimentale de la décision
Authors: Cozic Mikaël
Published: February 2009

L'objet de cet article est de présenter et discuter les objections d'inspiration anti-réaliste (ou instrumentaliste) qui sont adressées au programme de modélisation de la rationalité limitée dans les sciences de la décision, et en particulier dans les sciences économiques. Après avoir reconstruit ces objections dans leurs diverses variantes, nous proposons un argument qui entend contrer de manière constructive la variante que nous appelons comportementale, selon laquelle les modèles de décision ne doivent être évalués qu'en fonction de leur capacité à décrire les comportements individuels. Cet argument repose sur les avancées récentes de la théorie de la décision expérimentale et fait appel à la prise en compte de données cognitives.
What would a Bourdieuan sociology of scientific truth look like?
Authors: Kim Kyung-Man
Published: February 2009

In his last lecture delivered at the Collège de France, Pierre Bourdieu criticizes relativist sociology of science for failing to capture the truly social logic of scientific practice and asserts that his argument of 30 years ago can still work as a corrective to the relativist sociology of science. However, Bourdieu's critics concur that his field theory of science is not only theoretically defunct but also empirically deficient. In this article, I do two things. First, after showing why, in Bourdieu's field theory of science, the distinction between the two explanatory categories deployed by the relativists dissolves, I argue that, contrary to the critics' claims, Bourdieu's field theory of science has the distinctively Bourdieuan elements that sharply distinguish it not only from the Mertonian/Habermasian idealistic view of science but also from that of relativist sociology of science. The second part of this article discusses a sociological study of scientific practice and indicates the way in which Bourdieu's theoretical arguments can be empirically substantiated.
Cognitive/organizational blocks: Promethean, territorial and porous regimes
Authors: Shinn Terry , Marcovich Anne
Published: February 2009

The present article seeks to deploy a classical taxonomy for description of the features and dynamics of the organizational frameworks that accompany the research endeavors which have arisen in some very spectacular, expensive or intellectually promising science research fields in recent decades, such as high-energy physics, nanoscience and nanotechnology (NST), and cryogenic-driven exploration of dark matter and associated events. Such a taxonomy will associate or combine classical concepts and vocabularies in a way that effectively and fairly precisely captures the novel forms of learning and organizational structures contained in these cognitively and organizationally innovative domains.
Unraveling Mechanisms of Action of Probiotics
Authors: Sherman Philip M. , Ossa Juan C. , Johnson‐Henry Kathene
Published: February 2009

Probiotics are defined as living organisms that, when administered in sufficient numbers, are of benefit to the host. Current evidence indicates that varying probiotic strains mediate their effects by a variety of different effects that are dependent on the dosage employed as well as the route and frequency of delivery. Some probiotics act in the lumen of the gut by elaborating antibacterial molecules such as bacteriocins; others enhance the mucosal barrier by increasing the production of innate immune molecules, including goblet cell–derived mucins and trefoil factors and defensins produced by intestinal Paneth cells; and other probiotics mediate their beneficial effects by promoting adaptive immune responses (secretory immune globulin A, regulatory T cells, interleukin‐10). Some probiotics have the capacity to activate receptors in the enteric nervous system, which could be used to promote pain relief in the setting of visceral hyperalgesia. Future development of the effective use of probiotics in treating various gastroenterological disorders in human participants should take advantage of this new knowledge. The creation of novel formulations of probiotics could be directed to effectively target certain mechanisms of actions that are altered in specific disease states.
Probiotics, Critical Illness, and Methodologic Bias
Authors: Koretz Ronald L.
Published: February 2009

It has been proposed that probiotics can favorably influence the course of critically ill patients. To address this question, a limited systematic review was undertaken (MEDLINE search for articles published in English) to identify randomized, controlled trials that compared a group of critically ill patients taking probiotics with a group that did not. Ten such trials, mostly with high risks of methodologic bias, were identified. When the data were combined, the probiotics did not appear to influence mortality or duration of hospitalization. However, the recipients of the probiotics had fewer infectious episodes (absolute risk difference‐21%). This effect was seen particularly in trials employing one combination of probiotic agents (Pediococcus pentosaceus, Leuconostoc mesenteroides, Lactobacillus paracasei, Lactobacillus plantarum). Unfortunately, this effect may be overly optimistic, as methodologic shortcomings could have introduced biases into the trials. Three trials of patients with severe acute pancreatitis were not included in this primary analysis because not all of the patients were in the intensive care unit. The largest of these, and the one with the lowest risk of bias, demonstrated that probiotics increased mortality, in part because of the precipitation of ischemic bowel disease (in patients who were also receiving postpyloric enteral nutrition infusions). Probiotics also appeared to reduce the incidence of antibiotic‐associated diarrhea in hospitalized patients, although these trials did not specifically focus only on those who were critically ill. In summary, it is not clear that probiotics are beneficial (and they may even be harmful) in the critically ill patient group.
The Use of Probiotics in the Prevention and Treatment of Antibiotic‐Associated Diarrhea With Special Interest in Clostridium difficile–Associated Diarrhea
Authors: Rohde Cynthia L. , Bartolini Vickie , Jones Nicole
Published: February 2009

Antimicrobials are effective agents used to combat virulent bacterial, yeast, and fungal infections that may otherwise cause rampant disease leading to skyrocketing social/economic costs and possible epidemic morbidity and mortality rates. Antibiotics are designed to attack specific bacterial pathogens but, in the process, indiscreetly reduce the number of beneficial human microbiota that is part of the gut‐associated lymphatic tissue. Broad‐spectrum antibiotics can upset this uniquely balanced gut ratio, allowing pathogens to propagate in a largely unrestrained environment, which may result in antibiotic‐induced diarrhea. Critical illness, age, immunosuppression, exposure to nosocomial microorganisms, and the length of hospitalization are additional factors that contribute to the overgrowth of opportunistic pathogens. In mild to moderate cases of diarrhea, absorptive impairment may occur, thereby reducing micro/macronutrient assimilation, resulting in malnutrition and growth issues in children. In severe cases, infectious diarrhea can have devastating complications. Of particular interest is the bacterium Clostridium difficile, which has the potential to cause a host of symptoms ranging from mild diarrhea to severe life‐threatening conditions. C. difficile infection can increase mortality rates by 10%–30%. Probiotic supplementation may prevent and treat antibiotic‐associated diarrhea. Specific probiotics may modulate the intestinal mucosa by antagonizing pathogens through the production of antimicrobial compounds and chemicals, thereby reducing the rate of nosocomial infection and recurrence of C. difficile.
Clinical Use of Probiotics in the Pediatric Population
Authors: Wallace Beth
Published: February 2009

Probiotics are live microorganisms that produce a benefit to the host when provided in adequate amounts from food or supplements. There is an increased interest in the use of probiotics in the management and treatment of complex medical conditions. Recommendations for probiotic supplementation in the pediatric population are often conflicting due to limited research in many pediatric disease states. Research on single and multistrain probiotics has shown promise for some pediatric populations. This review discusses the research available for probiotic supplementation for children with irritable bowel syndrome, Crohn's disease, diarrhea, short bowel syndrome, human immunodeficiency virus, and food allergies. Probiotic safety also is discussed.
Nutrition and Heart Failure: Impact of Drug Therapies and Management Strategies
Authors: Dunn Steven P. , Bleske Barry , Dorsch Michael , Macaulay Tracy , Van Tassell Benjamin , Vardeny Orly
Published: February 2009

Nutrition impairment commonly occurs in patients with heart failure and affects disease progression. Vitamin and mineral deficiencies are associated with early mortality, particularly in patients classified as cachectic. Guideline‐based therapies approved for heart failure, such as loop diuretics, angiotensin‐converting enzyme inhibitors and angiotensin receptor blockers, aldosterone antagonists, and β‐adrenergic blockers, can lead to electrolyte abnormalities and predispose to some vitamin and micronutrient deficits. Clinical trial evidence in support of supplementary vitamin and mineral therapies for heart failure patients is limited with the exception of documented calcium and possibly vitamin D, thiamine, and coenzyme Q10deficiencies. This area is gaining significant attention, and research is ongoing. The clinician can help minimize morbidity from nutrition impairment through appropriate monitoring and correction of baseline and medication‐induced electrolyte imbalances, in addition to vitamin and mineral supplementation when appropriate.
Effects of Smoking on Nutrition Status and Response to Dietary Supplements During Acute Illness
Authors: Gariballa Salah , Forster Sarah
Published: February 2009

Background: Although smokers have poor health and consequently poor dietary intake compared with nonsmokers, no study has examined the effects of smoking on nutrition status during acute illness. The purpose of this study is to measure the effect of smoking on nutrition status in hospitalized patients. Design: Four hundred and thirty‐four patients in a randomized, double‐blind, placebo‐controlled trial of nutrition supplementation were nutritionally assessed based on anthropometric, hematological, and biochemical data at baseline and 6 weeks later. Nutrition status was compared between current smokers, ex‐smokers, and those who never smoked. Mortality was evaluated during the hospital stay and at 6 and 12 months after hospitalization. The association between smoking and nutrition status and mortality was measured after adjustment for poor prognostic indicators. Results: Body weight, body mass index, mid‐upper arm circumference, triceps skinfold thickness, serum albumin level, and plasma concentrations of vitamin C, red‐cell folate, and vitamin B12 were all lower in current smokers compared with those who never smoked. Being a current smoker was associated with lower body weight, mid‐upper arm circumference, and plasma vitamin C concentration compared with those patients who never smoked. Logistic regression analysis showed that smoking and increasing age were significantly and independently related to 1‐year mortality. No significant difference in nutrition status between the supplement and the placebo group was found at the end of 6 weeks. Conclusion: Smoking was independently associated with poor nutrition status in hospitalized patients. This may partly explain the poor clinical outcome associated with smoking.
Enteral Nutrition as a Primary Therapy of Crohn's Disease: The Pediatric Perspective
Authors: El‐Matary Wael
Published: February 2009

Nutrition therapy of Crohn's disease is considered the first‐line of treatment for Crohn's disease in children, especially in Europe. This article discusses the role, mechanism, and the available updated evidence supporting use of this treatment to induce and maintain remission of Crohn's disease. It also highlights the importance of the team approach in achieving success using this treatment. Future research‐related topics are briefly summarized.
Comment On: Omega‐3 Free Fatty Acids for the Maintenance of Remission in Crohn Disease: The EPIC Randomized Controlled Trials
Authors: Ulitsky Alex
Published: February 2009

Context: Maintenance therapy for Crohn disease features the use of immunosuppressive drugs, which are associated with an increased risk of infection. Identification of safe and effective maintenance strategies is a priority. Objective: To determine whether the oral administration of omega‐3 free fatty acids is more effective than placebo for prevention of relapse of Crohn disease. Design, Setting, and Patients: Two randomized, double‐blind, placebo‐controlled studies (Epanova Program in Crohn's Study 1 [EPIC‐1] and EPIC‐2) conducted between January 2003 and February 2007 at 98 centers in Canada, Europe, Israel, and the United States. Data from 363 and 375 patients with quiescent Crohn disease were evaluated in EPIC‐1 and EPIC‐2, respectively. Interventions: Patients with a Crohn's Disease Activity Index (CDAI) score of less than 150 were randomly assigned to receive either 4 g/d of omega‐3 free fatty acids or placebo for up to 58 weeks. No other treatments for Crohn disease were permitted. Main Outcome Measure: Clinical relapse, as defined by a CDAI score of 150 points or greater and an increase of more than 70 points from the baseline value, or initiation of treatment for active Crohn disease. Results: For EPIC‐1, 188 patients were assigned to receive omega‐3 free fatty acids and 186 patients to receive placebo. Corresponding numbers for EPIC‐2 were 189 and 190 patients, respectively. The rate of relapse at 1 year in EPIC‐1 was 31.6% in patients who received omega‐3 free fatty acids and 35.7% in those who received placebo (hazard ratio, 0.82; 95% confidence interval, 0.51‐1.19; P = .30). Corresponding values for EPIC‐2 were 47.8% and 48.8% (hazard ratio, 0.90; 95% confidence interval, 0.67‐1.21; P = .48). Serious adverse events were uncommon and mostly related to Crohn disease. Conclusion: In these trials, treatment with omega‐3 free fatty acids was not effective for the prevention of relapse in Crohn disease. (JAMA. 2008;299:1690‐1697.)

Feagan BG, Sandborn WJ, Mittmann U, et al.
What do Special Educators Need to Know and Be Prepared to Do for Inclusive Schooling to Work?
Authors: Fisher Douglas , Frey Nancy , Thousand Jacqueline
Published: February 2009

This article focuses on the role of the special educator in an inclusive school. The authors review the development of a special education knowledge base and specific schools' change to an inclusive service delivery model. They then use that information to suggest that special educators' roles include instruction, assessment, curriculum, leadership, and record keeping.
Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?
Authors: Sun Ling , Bender William N. , Fore Cecil
Published: February 2009

The continuing shortage of special education teachers, the problems they typically encounter, and high levels of stress, burnout, and attrition among these teachers are all well documented conditions. In light of this situation, and notwithstanding the need to change many aspecs of teachers' work environments, we developed and implemented the Western Carolina University Teacher Support Program. This multi-component program offers different forms of assistance with the purpose of reducing stress and burnout, improving retention, developing problem-solving strategies, and improving the effectiveness of teachers. In this paper we descibe the program and provide participation and evaluation results for the first year of the project.
Online vs. On-Campus Learning in Teacher Education
Authors: Caywood KayDee , Duckett Jane
Published: February 2009

Many universities have developed teacher preparation programs online. This study explores online learning in a graduate school course on behavior management that is included in the special education teacher credential program at a large private university in California. A total of 140 adult students took the course, half of these online and the other half on-campus. Students self-selected the format in which they took the course. Learning and follow-up teaching performances were evaluated and compared across these two settings by first, measurement of learning as recorded on three periodic standard multiple-choice quizzes taken during the course and secondly, on performance in a follow-up measure of behavior management in student teaching as recorded by a master teacher and university supervisor. No significant differences between these two groups were found in the measurement of initial learning or follow-up performance. The absence of significant difference is reviewed along with the value of actual differences available in each learning experience.
The Demand for Faculty in Special Education: A Study of Searches Conducted in 1997–98
Authors: Sindelar Paul T. , Rosenberg Michael S.
Published: February 2009

As part of the comprehensive study of the supply and demand of special education faculty, we surveyed search committee chairs about their open faculty positions, the manner in which their searches were conducted, and the outcomes of the searches. We inquired about those hired in successful searches and the reasons for failed searches. Information from 121 chairs of 1997–98 special education search committees was collected. The majority of positions were at the rank of Assistant Professor and came from existing lines left vacant due to faculty mobility. Seventy-three percent of the searches ended successfully; 76% of those hired were women and 20% were culturally or linguistically diverse. Failed searches were attributed to job offers being turned down and the perception of an inadequate applicant pool. The findings are discussed in relation to previous research investigating special education faculty demand and the deleterious impact on students with disabilities.
Doctoral Programs in Special Education: The Nation's Supplier
Authors: Smith Deborah Deutsch , Pion Georgine M. , Tyler Naomi Chowdhuri , Gilmore Robert
Published: February 2009

After a systematic national search, we found that 86 special education doctoral programs were active in 1999. Our search found that five programs had closed in recent years, but six new programs were in the planning process. Additional programs were identified, but they are best described as emphasis areas (possibly minor areas of concentration) administered by other departments or programs typically housed in colleges of education (e.g., educational leadership, curriculum and instruction, early childhood). Administrators of identified doctoral programs were surveyed to determine enrollment, graduate rates, program content, and means of student recruitment. Possibly some of the most revealing findings from this component of the larger Faculty Study found that: (a) most special education doctoral programs are under-enrolled, (b) doctoral students' enrollment has declined 30% over the last 20 years, and (c) programs are not highly selective. Unless deliberate actions are taken, the supply from special education doctoral programs will not increase and the demand for leadership personnel, particularly for faculty who work in academe, will not be met.
A Proposed Model for Teaching Collaboration Skills to General and Special Education Preservice Candidates
Authors: Richards Stephen B. , Hunley Sawyer , Weaver Roberta , Landers Mary F.
Published: February 2009

This paper presents a model for preservice teacher preparation of general and special educators in collaboration. The model includes both university-based and school site activities. Candidates collaborated in pairs to identify and assess learning challenges in students, intervene and evaluate the effectiveness of the intervention. A candidate survey used for evaluating the training program activities along with data collected is also presented. Results indicate the proposed model was successful. Recommendations for improving training and research into collaboration skill training are also provided.
Recruiting and Retaining of Culturally and Linguistically Diverse Groups in Special Education: Defining the Problem
Authors: Campbell-Whatley Gloria D.
Published: February 2009

The present article serves as an introduction to a special issue on recruiting and retaining culturally and linguistically diverse populations into the field of special education. Members of the Diversity Committee of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC) and selected guest were invited authors. Highlighted in the preliminary article are factors that contribute to the rapid decline of diverse educators, such as inadequate outreach and recruitment that limit diverse faculty and students in colleges and universities, limited financial assistance for post-secondary education, and the invalid use of teacher competency exams to measure teaching skills. As well as other effects, the problem primarily lends to the over-representation of diverse students in special education. Subsequent articles in this issue will suggest viable and effective strategies teacher educators can employ to increase the diverse teacher pool. After reading this issue, we hope that you will have a broad range of options to alter current teacher education programs to “entice” culturally and linguistically diverse preservice educators.
The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions
Authors: Kea Cathy D. , Penny Judith M. , Bowman Lisa J.
Published: February 2009

A large percentage of African American students comprise special education classes; yet few African Americans are special education teachers. Determinants of success for African Americans pursuing graduate study previously cited in the literature include academic and financial support, and faculty-student mentoring relationships. This qualitative study was designed to explore and describe the experiences of seven African Americans who completed master's degrees in special education at traditionally White institutions (TWIs). Participants received their bachelor's degree in special education from a historically Black university. Results revealed that for all of the respondents (N = 7), getting accustomed to a new cultural environment on their campuses was their primary challenge. A paucity of social supports at TWIs was also a shared concern. Recommendations for faculty at historically Black colleges and universities (HBCUs) and TWIs are discussed that can enhance African Americans' persistence in and successful completion of the master's degree process at TWIs.
Recruiting and Retaining Culturally and Linguistically Diverse Teachers in Special Education: Models for Successful Personnel Preparation
Authors: Patton James M. , Williams Brenda T. , Floyd Loury O. , Cobb Tamra R.
Published: February 2009

There has been considerable discussion concerning the recruitment and retention of underrepresented groups to the field of Special Education. This dialogue has deepened given the changes in student demographics and the dire shortages of qualified instructional personnel. This article examines specific issues related to recruitment and retention of students who are culturally and linguistically diverse to special education personnel preparation programs. Particular emphasis is placed on strategies that support the successful completion of such programs, which have been reported in the literature, at conference presentations or through research by the authors. Findings suggest that there are promising recruitment and retention strategies which need to be shared more broadly. Major factors underlying successful implementation of such programs consist of the development of a comprehensive recruitment and retention philosophy and plan and securing institution-wide commitments to such initiatives. “On campus there seems to be an assumption that less able individuals pursue teaching as a career and that even more academically challenged students enter special education.” “The prevailing mindset seems to be that culturally different is somehow synonymous with deficient. When examining strategies for recruiting faculty and students of color the conversation immediately goes to one of lowered standards.” “I don't feel included in class discussions; the professor seldom makes eye contact and when I am called on to make a contribution, my response is rarely affirmed.” “Examples and language used in class are sometimes offensive to me as a student of color.”
Inquiry Communities in Special Education Teacher Education
Authors: Ross Dorene D. , Blanton Linda
Published: February 2009

Many teacher education programs, both in special and general education, remain strongly influenced by a technological orientation. However, alternative models, derived from interpretive programs of research that focus on understanding the complexity of teachers' actions and interactions with students and contexts, have begun to make their way into special education. In fact, it could be argued that special education teacher education is at a crossroads, where alternative models are more likely to proliferate. In this paper, we address the implications for and challenges of teacher education in special education if it were focused less on a technological orientation stressing the development of knowledge-for-practice, and more on Cochran-Smith and Lytle's (1999) conception of “knowledge-of-practice.”
A Model of Professional Development in Special Education
Authors: Englert Carol Sue , Rozendal Mary S.
Published: February 2009

This paper discusses three characteristics of ongoing professional development in Communities of Practice-mutual goals, texts to negotiate knowledge, and the development of evaluation tools to monitor and adjust practice. Data from the Literacy Environments for Accelerated Progress (LEAP) project are used to showcase these characteristics in practice and highlight the transformation of teacher and researcher knowledge. Central to the development of long-lasting change in practice is teacher and researcher discourse anchored in the ongoing context of students in the classroom.
Getting Beyond the Research to Practice Gap: Researching Against the Grain
Authors: Bondy Elizabeth , Brownell Mary T.
Published: February 2009

Special education researchers have used considerable financial and human resources to work with teachers to close the gap between knowledge of research-based practices and their sustained use in classrooms. While some researchers have been successful in collaborating with teachers to achieve sustained use of classroom interventions, the gap between research and practice has remained a source of considerable concern to the special education community. In this paper, we use Cochran-Smith and Lytle's (1999) conceptual analysis of teacher learning to argue that the perceived research to practice gap may be the result of how many educational researchers have conceptualized and operationalized their research with teachers. Instead, we propose a more collaborative way of approaching research that involves teachers in the generation of new knowledge, not just its application to the classroom. We offer this collaborative approach as a way to transform practices in schools and classrooms and better meet the substantive intent of the Individuals with Disabilities Education Act.
School Change and Teacher Knowledge: A Reciprocal Relationship
Authors: Frey Nancy , Fisher Douglas
Published: February 2009

This article provides a review of the special education service delivery system and compares the teacher knowledge required in this system with types of knowledge discussed by Cochran-Smith and Lytle (1999), specifically knowledge for practice, knowledge in practice, and knowledge of practice. We suggest that all three types of knowledge are useful, important, and lead to different outcomes for learners with and without disabilities. We conclude this article with a description of a professional development school in which the three facets of teacher knowledge are used for a comprehensive school change initiative.
Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers
Authors: Daunic Ann P. , Correa Vivian I. , Reyes-Blanes María E.
Published: February 2009

To respond to an increasingly diverse student population, educators need to evaluate how well teacher education programs prepare graduates in culturally responsive teaching (CRT). In this study, we used a performance-based assessment to determine whether (a) different levels of preservicepreparation in CRT and (b) preparation in special versus general education affected foundational CRT skills of 68 beginning teacher graduates of 4 traditional university programs. Preparation was designated as high or low according to participants' recollections of preservice coursework and internship experiences. Scores on nine performance criteria selected for their relevance to CRT were analyzed using a 2 $$ 2 multivariate analysis of variance. We found no differences due to level of preparation in CRT, but special and general education teachers differed on three criteria: knowledge of students' backgrounds, fairness, and extending students' thinking. We discuss implications for future research, measurement, and accountability in teacher education.
Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers
Authors: Brownell Mary T. , Yeager Elizabeth Anne , Sindelar Paul T. , vanHover Stephanie , Riley Tamar
Published: February 2009

One of the greatest challenges that general education teachers face is how to address the educational needs of an increasingly diverse student population. Perhaps what is most disturbing about this challenge is that many general education teachers seem unprepared to face it. Researchers investigating inclusive classrooms have found that general education teachers make few instructional adaptations for children with disabilities and those at-risk academically and behaviorally. Even more problematic are the challenges that a diverse student population presents to novice teachers, who are often less prepared to make accommodations for individual students. To address the challenges general education teachers face, particularly beginning teachers, we designed Teacher Learning Cohorts (TLCs) for two urban elementary schools. Our article describes case studies of three beginning TLC general education teachers in the two schools and their efforts to learn how to teach students with disabilities and other high-risk students. In particular, we outline how the teachers' participation in the TLC influenced their beliefs and practices with regard to teaching these students. We also discuss implications of the study for those involved in creating structures that support beginning teachers in inclusive efforts.
Research-based Online Course Development for Special Education Teacher Preparation
Authors: Johnson Lewis R.
Published: February 2009

Distance education utilizing online courses has emerged as an area of program development for many teacher education programs. Online course learning management systems, such as Blackboard.com, have made putting a course online a relatively simple task; however, in many cases, the online course is little more than a correspondence course with a discussion forum and web resource links. Because individual instructors are developing these courses using the structure of the web-based learning management programs as their pedagogical guidance, instructional design assistance is needed. Online courses must be developed using an analysis of input factors such as learner characteristics, instructional intent, and nature of the content so informed instructional design decisions can be made that result in quality courses.
Fieldwork Requirements in Special Education Preparation: A National Study
Authors: Prater Mary Anne , Sileo Thomas W.
Published: February 2009

National reports (e.g., A Nation at Risk) and legislation (e.g., No Child Left Behind) call for improved teacher preparation. One area of concern relates to inadequate preparation of teachers for the reality of the classroom. We were interested in determining the role of practicum experiences in special education teacher preparation. Surveys were mailed to randomly selected Institutions of Higher Education (IHEs). Faculty responded to questions regarding teacher candidate field experiences. Results indicated that in most cases, faculty and/or staff members in the special education unit are responsible for locating and assigning students to field placements. The most typical response to minimum qualifications for cooperating or mentoring teachers was an appropriate teaching license and at least 3 years of teaching experience. Most cooperating/mentoring teachers are paid an honorarium averaging $147. University faculty members supervise about 12 students each for fieldwork prior to student teaching. However, during student teaching, most supervisors are assigned approximately 7 students. The results of this study present a snapshot of current practice in fieldwork in special education preparation. Additional research is needed particularly to examine the role fieldwork plays in future teacher success.
Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School
Authors: Klingner Janette K. , Leftwich Suzette , van Garderen Delinda , Hernandez Corinne
Published: February 2009

The purpose of this paper is to provide an account of changes in student achievement at one urban elementary school involved in an eight-year partnership with a University. The school first became involved with the University through a research project designed to support the school's efforts at restructuring and soon became a full-fledged Professional Development School (PDS). Students' scores on high-stakes assessment measures were the primary data sources. These scores are presented in descriptive form- no statistical analyses were applied. Students' test scores increased over the years and were higher than the scores of students in comparable schools. Individual interviews were also conducted to obtain teachers' and administrators' perceptions of the effects of the partnership on student achievement. Interviews revealed that teachers and administrators perceived that students benefited in academic, social/affective, and general domains. Furthermore, they attributed gains in student achievement to their partnership with the University.
Problematizing Collaboration: A Critical Review of the Empirical Literature on Teaching Teams
Authors: Duke Thomas Scott
Published: February 2009

Twenty-six empirical studies of collaboration among teaching teams comprised of general and special educators were reviewed to determine the impact of ethnocultural diversity, gender diversity, sexual orientation diversity, and disability status diversity on collaborative teaming. Only 1 (4%) of the 26 studies acknowledged that ethnocultural and gender differences among teachers might impact collaboration. None (0%) of the 26 studies addressed issues of sexual orientation or disability status. None (0%) of the 26 studies addressed issues of racism, sexism, homophobia/ heterosexism, or ablism. The author recommended researchers investigate collaboration, empirically and critically, to develop an empirical discourse that recognizes and empowers teachers of color, gay, lesbian, bisexual, and transgender teachers, teachers with disabilities, and other teachers with distinct group identity.
The Politics of Teacher Education in the New Millennium: Implications for Special Education Teacher Educators
Authors: McLeskey James , Ross Dorene D.
Published: February 2009

With the passage of the No Child Left Behind Act, which mandates a 'highly qualified' teacher for every child in a Title I school by 2005–06. teacher education has become a 'front burner' political issue in Washington and statehouses across the U.S. Debates have arisen regarding how 'highly qualified' should be defined, and what type of teacher education is needed, or if any is needed, to ensure a highly qualified workforce. This article describes the positions of those who propose that teacher education be deregulated, and those who support the professionalization of teaching and teacher education. What we know from available evidence about the characteristics of high quality teacher education programs is then addressed. The paper concludes with a review of the implications of the current political climate for teacher education and special education and possible directions for future research that is needed to influence policy decisions.
Why Special Educators Leave and Where They Go
Authors: Menlove Ronda , Garnes Lori , Salzberg Charles
Published: February 2009

With chronic and critical shortages of special education professionals evident throughout the United States, the issues of attrition and retention are on the forefront of analysis. Reasons why special education professionals in Utah left their positions were explored in a three-year study of special education attrition. The causes and patterns of attrition have been analyzed, giving valuable insight into how the loss of qualified special education professionals can be prevented. The most common reason for leaving listed by special education teachers and speech language pathologists was that they “moved out of state”. School psychologists reported “retirement” and “moved out of state” as their two most common reasons for leaving public school positions. The most common reasons for leaving listed by all special education professionals were “moved out of state”, “retired”, and “transferred to general education”. Moving and retiring are most likely not preventable, however, assisting special educators who move to obtain positions as they relocate may be an effective method of retaining them in the field of special education. Preventable attrition such as transferring to general education and changing school districts could be addressed by university faculty and school administrators to better understand why special educators transfer and what can be done to prevent the transfers. This understanding could lead to improved strategies to minimize attrition and promote retention of special education professionals.
Needs Based Negotiation: A Promising Practice in School Collaboration
Authors: Niles William J. , Marcellino Patricia Ann
Published: February 2009

Theorists and practitioners report that success in school collaboration and team development is based, at least in part, on the personal relationship developed between colleagues and team members. A primary source of tension in working together reported by teachers and educational leaders is developing and sustaining a personal relationship in the school environment. The authors maintain that needs based negotiation, a powerful tool used in business, may bridge the gap between beginning and sustaining a professional relationship among individuals who are asked to collaborate or develop teams in schools. Needs based negotiation is a technique that has the potential for adaptation in educational venues and may hold the answer to developing professional collaboration among school practitioners.
Revisiting Group Consensus: Collaborative Learning Dynamics During a Problem-Based Learning Activity in Education
Authors: Ochoa Theresa A. , Robinson Jennifer Meta
Published: February 2009

Problem-based learning (PBL), especially in conjunction with collaborative learning teams, continues to gain momentum as a popular instructional approach in higher education. In this article, we address three common assumptions about how PBL groups function and report the outcomes of a study in which we examined group dynamics during a computer-assisted PBL module designed to train preservice teachers on the procedures for disciplining students with disabilities. We found that students often do not engage in the constructive dissonance assumed to contribute to strong consensus decisions: groups often defer to an individual or minority opinion with little persuasion or critical thinking. We recommend teaching subject content together with group skills such that future professionals can ensure that all voices are heard, quick answers are scrutinized, and alternative solutions are appropriately vetted by educational teams.
Scoring Rubric for Assessing Students' Performance on Functional Behavior Assessment Cases
Authors: Pindiprolu Sekhar S. , Lignugaris/Kraft Benjamin , Rule Sarah , Peterson Stephanie , Slocum Timothy
Published: February 2009

This article describes the procedures employed to develop a generic scoring rubric to evaluate students' responses on functional behavior assessment cases. The generic rubric was then used to develop case specific scoring rubrics. The components of the generic scoring rubric, its effectiveness to reliably score students' responses across cases, and its utility in evaluating students' responses for errors are described. The components of the scoring rubric helped in reliably scoring students' responses. The importance of scoring rubrics, in the context of the recent mandates of accreditation agencies like National Council for Accreditation of Teacher Education, the limitations of the scoring rubric, and suggestions for further research are discussed.