bluuebunny/crossref_metadata_2025 huggingface dataset:
Probiotics and Diverticular Disease
Authors: Sheth Anish , Floch Martin
Published: February 2009

Diverticular disease is one of the most common medical conditions affecting Western populations. Inflammatory complications are the most common manifestation of the disease and typically cause acute bouts of abdominal pain and fever. Chronic symptoms can also occur and can be mistakenly attributed to irritable bowel syndrome and rarely to inflammatory bowel disease. Alterations in peridiverticular bacterial flora are thought to play a role in the pathogenesis of diverticular inflammation. This article discusses the rationale and reviews the existing clinical data regarding the role of probiotics in the management of diverticular disease.
Is There a Future for Probiotics in Preventing Clostridium difficile–Associated Disease and Treatment of Recurrent Episodes?
Authors: Imhoff Allison , Karpa Kelly
Published: February 2009

Due to morbidity, mortality, and high costs associated with eradicating Clostridium difficile once this organism causes colitis, this bacterium has been termed one of the most ecologically relevant microorganisms of the present day. Symptoms associated with C. difficile diarrhea often first present during or shortly after a course of antibiotic therapy. During the past 5 years, the virulence of this organism has increased. C. difficile–associated disease (CDAD) has reached epidemic proportions in some hospital settings, prompting Medicare to propose adding CDAD to the list of hospital‐acquired conditions for which reimbursements may be cut. Thus, it is imperative that effective preventive strategies be implemented in hospitals to decrease CDAD infections. It is plausible that probiotic supplements may offer a safe and effective means of preventing both initial CDAD episodes as well as CDAD recurrences. This review critically examines the current literature in which probiotic supplements have been studied for efficacy in CDAD prevention. This analysis will guide practitioners in applying available probiotic data to CDAD clinical scenarios and will assist researchers in the appropriate design of future studies as examination continues into the role that probiotics may have in CDAD prevention.
Weight Velocity in Infants and Children
Authors: Danner Elaine , Joeckel Rebecca , Michalak Sandra , Phillips Sharon , Goday Praveen S.
Published: February 2009

Growth velocity assessment is a means for tracking growth in infants and children over time. With the revision of the Centers for Disease Control and Prevention (CDC) growth charts in 2000 and the introduction of the World Health Organization (WHO) growth charts in 2006, there is a need for an updated growth velocity reference to provide data that better align with these current charts. In this article, the authors provide data on weight velocity for males and females from birth through 20 years using the WHO data and the revised CDC data. Weight velocity charts can be especially useful when patients are seen within short time intervals and can be used to set weight goals for children requiring nutrition support and for children who are chronically ill.
Using Web-Mediated Experiential Case-Based Instruction to Teach Functional Behavioral Assessment Skills
Authors: Pindiprolu Sekhar S. , Peterson Stephanie M. Peck , Rule Sarah , Lignugaris/Kraft Benjamin
Published: February 2009

This article describes three Web-mediated experiential case strategies employed with preservice teachers to facilitate practice of functional behavioral assessment skills. A pre-posttest group experimental design was used to examine the effects of three case-based teaching tactics on students' knowledge and application of information to conduct functional assessments. The results suggested that the three teaching tactics were equally effective in facilitating the application of functional behavioral assessment skills. However, there were some differences in the students' perceptions about the relevance and meaningfulness of their experiences as a means to teach functional assessment skills. Technology issues and other variables that could have influenced the results are discussed.
Breaking with Tradition: Providing Effective Professional Development for Instructional Personnel Supporting Students with Severe Disabilities
Authors: Lang Margaret , Fox Lise
Published: February 2009

The national landscape of education and professional development is changing. Instructional personnel of students with severe disabilities are frequently untrained, professionally isolated, and in need of current knowledge and best practice in programming for these students. This article describes the need for a shift from a reliance on the workshop model of professional development to a more sophisticated and comprehensive plan that offers instructional personnel alternative forms of professional development based on the desired outcomes of learning and the complexity of the needed instructional innovation.
Needs of Beginning Special Education Teachers: Implications for Teacher Education
Authors: Whitaker Susan D.
Published: February 2009

A study was conducted by surveying 156 teachers in South Carolina after their first year of teaching special education. The beginning special education teachers reported that they needed the most assistance in (a) learning special education policies, procedures, and paperwork, (b) receiving emotional support, (c) learning system information related to the school, and (d) learning about available materials and resources. To a lesser extent they needed assistance with curriculum and instruction, discipline, management issues, and interactions with others. Beginning special education teachers perceived that they received significantly less assistance than they needed in all areas, but particularly in learning special education policies, procedures, and paperwork; materials and resources; and curriculum and instruction. They reported receiving the most assistance from other special education teachers, than from their assigned mentor and from the building administrator, and lastly from general education teachers and special education administrators. The implications of these findings for teacher educators are discussed.
Understanding Copyright and Intellectual Property in the Digital Age: Guidelines for Teacher Educators and their Students
Authors: Ludlow Barbara L.
Published: February 2009

This article examines new developments in federal law and institutional policies related to copyright and intellectual property as they apply to faculty and students in teacher education programs in special education. Copyright law is explained, along with its implications for teaching in face-to-face, on air, an online instruction, and the changes associated with the recent passage of the TEACH Act are discussed. Intellectual property is then explained, along with a discussion of current efforts by colleges and universities to restrict the intellectual property rights of faculty members and students. The article concludes with some suggestions instructors can use to insure that they comply with copyright law in teaching, research, and service activities in addition to ideas for to protecting intellectual property rights for themselves and their students.
Doctoral Students in Special Education: Characteristics and Career Aspirations
Authors: Tyler Naomi C. , Smith Deborah Deutsch , Pion Georgine M.
Published: February 2009

This study was part of a comprehensive investigation on the supply and demand of special education faculty (see also Sindelar & Rosenberg; Pion, Smith & Tyler; and Smith, Pion, Tyler, & Gilmore, this issue). Students enrolled in doctoral programs during the Spring of 1999 were surveyed about their doctoral programs, educational background, experiences in applying to doctoral programs in special education, current doctoral study, post-graduation plans, and background information. The survey had an 82% response rate (1,267 students). The study found that doctoral students were older and their primary consideration in selecting a doctoral program was not having to relocate. Overall, students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/supervision, and cultural and linguistic diversity. Additionally, less than half (44%) were interested in faculty positions after graduation.
Increasing the Number of Special Education Faculty: Policy Implications and Future Directions
Authors: Hardman Michael L. , West Jane
Published: February 2009

The provision of a free and appropriate public education to students with disabilities is dependent upon quality personnel, and the availability of such personnel is dependent upon quality teacher education and related services programs taught by university and college faculty. As suggested by Smith et al., “. . . as the number of [higher education] faculty decreases, fewer children with disabilities can be adequately served.” This article briefly reviews the history of national policy for personnel preparation under Part D of IDEA; offers some recommendations for future directions in federal policy that may enable our nation to live up to the promise of a free and appropriate public education for every student with a disability; and presents a perspective on the need for higher education to rethink current recruitment and retention approaches that influence such policy. The authors conclude that as the repository of knowledge and expertise in the field, higher education must develop new ways of communicating its important role to policy makers and other stakeholders. In doing so, alliances must be formed with families and advocates to work in partnership with the federal government, as well as state and local education agencies to meet the needs of students with disabilities.
A History of Federal Support for Preparing Special Educators and Related Services Personnel to Serve Children and Youth with Disabilities
Authors: Kleinhammer-Tramill Jeannie , Fiore Thomas A.
Published: February 2009

This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing the quality and improving the quality of special education personnel as well as building capacity for preparation of future generations of qualified personnel.
Increasing the Number of Ethnically Diverse Faculty in Special Education Programs: Issues and Initiatives
Authors: Dooley Elizabeth A.
Published: February 2009

Many universities are grappling with the issue of diversifying the faculty lines in higher education. While this appears to be a global issue across disciplines, those of us who are in special education may find it to be of greater concern because special education legislation, the Individuals with disabilities Act (IDEA) strongly supports diversity. Congress has stated that the government must be responsive to the growing needs of an increasingly more diverse society, and recommended that recruitment efforts focus on bringing larger numbers of minorities into the profession. Section 610 of the Individuals with Disabilities Education Act (IDEA) mandates an increase in the number of professionals representing diverse cultures and backgrounds (IDEA, 101–476, 1990). This paper provides justification for the need to actively participate in efforts to increase the number of ethnically diverse faculty in colleges and universities and in programs in special education. A global perspective is shared. Challenges and concerns are delineated, along with initiatives that may assist colleges and universities when designing recruitment programs.
A Closer Look at Assessment and Entrance Requirements: Implications for Recruitment and Retention of African American Special Educators
Authors: Strosnider Roberta , Blanchett Wanda J.
Published: February 2009

In light of the passage of the recent mandate for assessment and accountability measures, this article explores the potential impact of such policies and measures on efforts to recruit and retain African American and other ethnically diverse special education teachers. The recruitment and retention of African American teacher candidates is largely contingent upon the availability of aggressive recruitment and retention strategies and culturally responsive supports being provided in the area of assessment. A description of strategies that seem to offer promise for recruiting, retaining, and supporting African American and other diverse candidates in becoming special education teachers is provided. Recommendations and guidelines for institutions interested in establishing programs to recruit and retain diverse special education teachers are also offered. A preservice teacher who made excellent grades in all courses and performed exceptionally well in the K-12 classroom had difficulty achieving the Praxis score on reading, writing and mathematics required for admittance to the teacher certification program. No intervention occurred. The student is African American and ultimately chose another career path. Another preservice student, also African American completed the program with excellent grades but failed to achieve the qualifying score on the special education section of Praxis II and was never certified to teach. Again, no intervention took place, and the preservice teacher chose another career path. In both of the above cases, neither preservice teacher was given assistance or support to help him/her make satisfactory assessment scores.
Diversifying Teacher Education Programs to Recruit and Graduate Culturally and Linguistically Diverse Teachers
Authors: Salend Spencer J. , Whittaker Catharine R. , Duhaney Laurel M. Garrick , Smith Robin M.
Published: February 2009

The participation in and completion of teacher education programs by students from culturally and linguistically diverse backgrounds is one of the biggest challenges facing higher education institutions today. The success of teacher education programs in responding to this challenge is related to their ability to incorporate diversity into all aspects of their programs. Using the MSETP as an example, this article presents a framework for diversifying teacher education programs to successfully recruit and support culturally and linguistically diverse students into the field of special education.
The E.N.A.C.T. Model: Enhancing Teacher Candidates' Ability to Manage Student Behavior
Authors: Yost Deborah S. , Mosca Frank J.
Published: February 2009

This program description presents a model of critical reflection that has helped teacher candidates appropriately apply behavior management theory to resolve behavioral problems. The authors developed the ENACT (Examine, Name, Analyze, Critically evaluate, and Treat) model to help teacher candidates analyze the cause of inappropriate behaviors to resolve behavioral dilemmas in the classroom setting. A questionnaire supported that the model had an impact on teacher candidates' ability to manage chronic and troubling student behavior.
“My Eyes were Opened”: Tracing the Conceptual Change of Pre-Service Teachers in a Special Education/Multicultural Education Course
Authors: Trent Stanley C. , Dixon Danielle J.
Published: February 2009

As the number of culturally and linguistically diverse (CLD) learners with disabilities increases in the United States, many educators and policymakers purport that teacher education programs (TEPs) must incorporate multicultural education more substantively. However, we know very little about the impact of multicultural education on the thinking and actions of preservice teachers. Moreover, we know very little about how changes in content and format affect their outcomes on evaluative measures. This study traces the conceptual change of 26 preservice teachers enrolled in an introductory special education course with a multicultural component. Concept mapping and comparative essays were used to analyze quantitatively and qualitatively which concepts the preservice teachers found most salient and specific. Results indicated statistically significant changes in the concepts the students' deemed most central and specific. Also, qualitative analysis revealed that students' post-maps were more complex than their pre-maps. Implications for research and practice are included.
Perceived Personnel Development Needs of Postsecondary Disabilities Services Professionals
Authors: Dukes Lyman L. , Shaw Stan F.
Published: February 2009

Students with disabilities have begun to make significant strides with regard to the fulfillment of traditional adult roles. Though not perfect, transition planning has improved the outcomes for students with disabilities who enter college and matriculate. However, many barriers still exist for students with disabilities who have a desire to continue their education following high school. There has been a significant increase in the supports available for students with disabilities at the postsecondary level, but these services are rarely appropriately planned or validated as effective. An important step toward well-planned and empirically validated services is the appropriate professional preparation of the staff who oversee services for students with disabilities at colleges and universities. In fact, the President's Commission on Excellence in Education has recommended that all relevant postsecondary level personnel be provided supports that will allow greater numbers of students with disabilities to successfully complete a postsecondary education. This manuscript describes postsecondary disability service providers and the supports their offices need to offer. It reviews the evidence that training is necessary and recommends methods for improving personnel preparation.
Early Childhood Special Educators Reflect on their Preparation and Practice
Authors: Lava Valerie F. , Recchia Susan L. , Giovacco-Johnson Tricia
Published: February 2009

Twenty-five recent graduates of a Master's Program in Early Childhood Special Education participated in focus group interviews designed to explore their perceptions and experiences regarding their first years of practice in urban schools. Findings revealed that participants faced many challenges including collaboration with colleagues, seeking and finding support, working with complex family issues, and dealing with the demands of a large bureaucratic system. Implications for personnel preparation programs are discussed and recommendations are provided, focusing on the needs of early childhood special education teachers.
Preparing Special Educators for Culturally Responsive School-Community Partnerships
Authors: Ford Bridgie A.
Published: February 2009

Today's increasingly multicultural student population requires that school-community partnerships operate from culturally responsive frameworks. Incorporating significant resources from multicultural communities is an essential component within school-community partnerships. Although such a partnership is an essential strategy, it has not been fully integrated into teacher preparation programs. To this end, colleges and universities have an awesome role to play in reframing content and field experiences to prepare special education teachers and administrators. This article explores the necessity of culturally responsive school-community partnerships for preparing special educators.
Improving Content and Technology Skills in ADD/ADHD via a Web-Enhanced Course
Authors: Jordan LuAnn , Smith Sean , Dillon Ann S. , Algozzine Bob , Beattie John , Spooner Fred , Fisher Ashlee L.
Published: February 2009

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) create concerns in public education and in teacher education programs. Because of continuous advances in technology, distance learning is a viable option for delivering coursework to preservice and inservice teacher education students challenged by geography, time constraints, professional responsibilities, family considerations, and similar obstacles. This study presents results of using Internet-based applications to enhance teacher preparation to better serve students with ADD/ADHD. Surveys addressing ADD/ADHD concepts and technology skills were administered to graduate students in a web-enhanced course. The focus of the course to the prepare general and special education teachers to learn to use higher-end technology while gaining important understanding in the growing area of ADD/ADHD. The data indicated that the online course was effective in helping students to feel more knowledgeable of ADD/ADHD concepts and skills; in addition, the students increased their efficacy in certain areas of technology.
An Ecobehavioral Assessment of the Teaching Behaviors of Teacher Candidates During Their Special Education Internship Experiences
Authors: Roberson Len , Woolsey M. Lynn , Seabrooks Janice , Williams Gwen
Published: February 2009

In the last 20 years, teacher preparation programs have come under close scrutiny by the public and governmental agencies charged with monitoring teacher quality and the academic achievement of American students. Both regular and special education teacher preparation programs struggle with the requirement to collect valid and reliable evidence of teacher candidate performance and their effects on student learning. This study incorporated an ecobehavioral assessment tool (MS-CISSAR) in the evaluation of 13 special education teacher candidates during their internship experiences. Special education teacher candidates taught in deaf education classrooms and self-contained and resource rooms for students with disabilities. Results showed that the instructional arrangements, teaching behaviors and student responses were similar to studies using inservice teachers and students with disabilities as subjects. The incorporation of data gathered through the MS-CISSAR program could be used to meet university and NCATE requirements for evidence of teacher candidate performance.
Preparing Teachers to Meet the Needs of Children Who Have Cochlear Implants
Authors: Harrington Marjorie L. , Powers Ann R.
Published: February 2009

It is the responsibility of teacher educators to provide current information in response to changes in technology. The success and availability of cochlear implants in recent years has created a need for teachers of students who are deaf to obtain the knowledge and skills in preparation programs to successfully work with children who have these assistive devices. The directors/chairs or coordinators of the 70 teacher preparation programs for teachers who serve children who are deaf or hard of hearing in the United States were surveyed to discover what information is provided to preservice teachers about cochlear implants and the subsequent implications for intervention. Information pertaining to demographics, knowledge, skills and materials was obtained. The respondents to the survey provided information indicating that teacher preparation programs for teachers of children who are deaf and hard of hearing are at various stages of development with regard to including knowledge and skills appropriate for working with children who have cochlear implants or for collaborating with general education teachers and other professionals who are involved in working with children who have implants. Suggestions for future research are presented in addition to modifications and enhancements to existing teacher preparation programs for teachers of children who are deaf or hard of hearing.
Providing Performance Feedback to Teachers: A Review
Authors: Scheeler Mary Catherine , Ruhl Kathy L. , McAfee James K.
Published: February 2009

Teacher preparation programs are under scrutiny for their role in the troubled American educational system. Thus, teacher educators must encourage teachers to use effective teaching practices. One technique for increasing use of effective practices is providing feedback to teachers on both newly acquired and ingrained teaching behaviors. To determine attributes of effective performance feedback, a systematic search for empirical literature was completed. Analysis of the ten identified studies indicates attributes of feedback that have been studied fall into categories of (a) nature of feedback, (b) temporal dimensions of feedback, and (c) who gives feedback. Through this review, attributes of feedback were classified as either promising or effective practice in changing specific teaching behaviors. Only immediate feedback was identified as an effective attribute. Promising practices for feedback to teachers included feedback that was specific, positive, and/or corrective. These findings, recommendations and directions for additional research in feedback and teacher preparation are discussed.
Preparing Preservice Teachers to Implement Class Wide Peer Tutoring
Authors: Maheady Larry , Harper Gregory F. , Mallette Barbara , Karnes Melinda
Published: February 2009

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils' academic performance. Participants learned to use Juniper Gardens Children's Project's Class Wide Peer Tutoring (CWPT) program through a two-hour workshop and with in class assistance. The amount of time required for each preservice teacher to reach a pre-established training criterion (i.e., unassisted use of CWPT for three consecutive sessions with fidelity ratings of 85% and above) was calculated and specific implementation comments and concerns were recorded. Academic effects on pupils' spelling test performance were assessed using weekly pretests and posttests and social validity data were collected from all primary consumers. Key outcomes were that (a) preservice teachers were able implement CWPT with a high degree of accuracy with about 60 minutes of in class assistance, (b) use of CWPT resulted in high spelling grades on weekly posttests for all pupils, (c) preservice and cooperating teachers and their pupils reported favorable “treatment acceptability” for CWPT, and (d) some preservice teachers made procedural adaptations that appeared to be related to lower levels of pupil satisfaction. Findings are discussed in light of recent movements in the use of evidence-based teaching practices, professional accountability, and preservice teacher preparation.
Helping Children with Disabilities Develop and Maintain Friendships
Authors: Gordon Phyllis A. , Feldman David , Chiriboga Jennifer
Published: February 2009

Friends are important in the lives of most people. Unfortunately, children with disabilities, particularly those with more severe disabilities, frequently face considerable problems in friendship development. In this article, we describe friendship development between children with and without disabilities and present strategies for teachers and school counselors working with children with disabilities in a broad range of settings.
Service Providers' Perceptions of Universal Newborn Hearing Screening and Intervention Training Needs
Authors: Malone Delia G. , Easterbrooks Susan , Gallagher Peggy A.
Published: February 2009

Following the initial implementation of universal newborn hearing screening initiatives currently required by law in most states, there is a need to move beyond the hospital follow-up to the delivery of services and support for children identified with hearing loss. A cadre of trained providers is needed to deliver these services. In order to provide training to professionals from varied backgrounds and disciplines expediently, one state provided training in a multidisciplinary context. Such an approach encourages broader follow-up, consistency across providers, and an enhanced multidisciplinary perspective for fostering collaboration across public and private providers. Results of trainees' self-assessments of their level of preparedness on specific objectives prior to and after eight training sessions are reported in this article. Significant increases were evident in participants' reported knowledge of and perceived ability to implement identified objectives. Qualitative results illustrated that participants gained knowledge of intervention strategies and techniques and expressed a desire for further training in this area.
Interactive Staff Development Supports Collaboration When Learning to Teach
Authors: Scanlon David , Gallego Margaret , Duràn Grace Zamora , Reyes Elba I.
Published: February 2009

Teachers' adoption of a new teaching practice is related to their investment in staff development and the degree to which they consider it worthwhile. We conducted an interactive staff development, which involved teachers in the analysis, practice, and refinement of new instructional activities. Data from teaching observations, interviews and surveys indicate that the interactive nature of the staff development assisted the teachers to adapt the featured instructional practices in ways that both mirrored and challenged their personal beliefs and knowledge about teaching and learning. The sustained interactive staff development process helped the teachers re-consider the efficacy of their current approaches to teaching while integrating new instructional practices.
A Comparison of Traditional and Online Instruction in an Introduction to Special Education Course
Authors: Steinweg Sue Byrd , Davis Mary Lynne , Thomson W. Scott
Published: February 2009

There has been a proliferation of college courses and programs offered via distance education and particularly via the Internet (online). Although there is evidence that distance education using video conferencing or off-campus classes is effective, there is insufficient research addressing the online classes. Much of the existing research has investigated perceptions rather than outcomes. In contrast, this research presents a comparison of performance of candidates in introductory special education classes presented in traditional and online formats. Pretests and posttests of course content and attitudes toward inclusion, and rubric scores from three performance products were used to compare the outcomes in the course. The results support the “no significant difference” phenomenon and the use of distance education as a valid mechanism for delivery of teacher education.
Preservice Teachers' Perceptions of Including Students with Disabilities
Authors: Shippen Margaret E. , Crites Steven A. , Houchins David E. , Ramsey Michelle L. , Simon Marsha
Published: February 2009

The purpose of this study was to compare the perceptions of future educators on two dichot-omous scales (i.e., hostility/receptivity and anxiety/calmness) regarding serving students with disabilities in general education settings. Graduate and undergraduate preservice teachers (n = 326) from three universities completed the Preservice Inclusion Survey (PSIS) during the first and last class sessions of enrollment in a survey of exceptionalities course. The results of this study have implications for future teachers' acceptance and disposition in serving students with disabilities in general classrooms. Participants in a survey of exceptionalities course significantly decreased their level of anxiety and hostility toward serving students with disabilities in general education settings. More research is needed to define disposition toward serving students with disabilities.
Conflict Resolution: Preparing Preservice Special Educators to Work in Collaborative Settings
Authors: Bradley Janetta Fleming , Monda-Amaya Lisa E.
Published: February 2009

Collaborative practice to provide effective programs for students with special needs and their families has increased with many positive results. But as this collaborative practice increases, so does the potential for conflict. Constructive conflict resolution occurs when disputants have knowledge and skills to produce positive outcomes, maintain and improve relationships, and prevent or resolve future conflicts. In this study, a multiple baseline design was used to examine the effects of an instructional package designed to help preservice special educators understand, analyze, and take steps toward resolving actual teacher-teacher conflicts. Results indicated that participants' ability to analyze conflict situations and to apply appropriate steps toward resolution increased, and positive changes were noted in opinions about and approaches to conflict.
Evaluation of Online Mentoring of Practicum for Limited Licensed Teachers
Authors: Knapczyk Dennis R. , Hew Khe Foon , Frey Timothy J.
Published: February 2009

This study investigated the use of online mentoring in giving professional support to 26 limited licensed teachers doing a practicum in the area of emotional/behavioral disorders. The practicum involved planning, implementing and evaluating an intervention for a learner in the teacher's classroom who displayed longstanding problems in behavior. Each limited licensed teacher, called a practicum teacher, was assigned one or two mentors. The practicum teachers were responsible for posting weekly progress reports on their practicum activities and engaging in an online dialogue with their mentors. The mentor's role was to provide ongoing guidance and consultation to the practicum teachers. Data sources, such as a questionnaire, online observation of the mentoring process, the practicum teachers' reflection logs, and the practicum teachers' and mentors' responses to open-ended questions were analyzed to evaluate: (1) the structure of the practicum, (2) the practicum teachers' and mentors' perceptions of online mentoring, and (3) the difficulties faced by the practicum teachers and mentors in online mentoring. Results indicated that the practicum teachers and mentors gave very positive evaluations of both the practicum experience and the online mentoring process.
Special Education Teacher Perceptions Towards Effective Instructional Practices in the United Arab Emirates (UAE)
Authors: Alghazo Emad M.
Published: February 2009

In this study, the author examined special education teacher's perceptions of their effective instruction practices in teaching students with disabilities in the United Arab Emirates (UAE). Participants included 107 prospective teachers who teach in special education classrooms, and 107 prospective teachers who teach in centers. They responded to 63 items of the modified version of the Model off Effective Instruction (Ysseldyke and Algozzine, 1995). Finding revealed that teachers in general were ineffective in teaching students with disabilities. However, female teachers were more effective than male teachers; special education classroom teachers were more effective than their counterparts who teach in centers; teachers who had 1–5 years of experience were more effective than those with more than six years of experience, and teachers who had inservice training once were more effective than those who had inservice training more than once.
Developing and Integrating a Professional Disposition Curriculum into a Special Education Teacher Preparation Program
Authors: Beverly Cheryl , Santos Karen , Kyger Maggie
Published: February 2009

Professional dispositions focus on behaviors reflective of effective teaching and professional interactions. The impetus and rationale for this initiative is discussed and the steps and timeline in development outlined. The resulting program is described along with procedures for implementation and proposed next steps.
Practicing Collaboration: What We Learn from a Cohort That Functions Well
Authors: Ross Dorene D. , Stafford Lynn , Church-Pupke Penny , Bondy Elizabeth
Published: February 2009

Students in the Unified Elementary/Special Education Program at the University of Florida are organized into cohort groups, a common recommendation within the special education teacher education literature. Although highly effective in some instances, the literature also documents numerous problems in the use of cohorts. The current study was designed to gain insight into strategies that might help students and faculty build positive cultures and collaboration skills in cohorts. Drawing on student interviews with members of a particularly cohesive cohort, we identify and explain five strategies that students utilize to assist a cohort in developing a strong sense of community and positive group dynamics. These include: keeping an academic focus, pulling one's own weight, taking care of the community, being willing to move outside one's comfort zone, and including everyone. The specific examples will be useful for teacher educators using or considering the use of student cohort groups.
Effects of Situated Learning on Knowledge Gain of Instructional Strategies by Students in a Graduate Level Course
Authors: Utley Bonnie L.
Published: February 2009

An investigation is described during which three dimensions of situated learning (i.e., social interaction, a reliance on authentic activity, and creation of a learning community) were incorporated into the design and implementation of an on-campus course on instructional strategies for students with diverse learning needs. This choice of pedagogy arose from recent advances in learning theory suggesting that the context (i.e., situation) in which students learn impacts the degree to which educational outcomes are realized. Data, primarily in the form of responses on an anonymous questionnaire administered on the last day of class, are shared as well as information about sample products class members created as validation of their acquisition of course outcomes. All class members committed to apply their new learning within their respective roles in K-12 settings and attributed their knowledge gain to specific dimensions of situated learning applied in the course. Limitations and implications of the study are discussed.
Relationships Among Teachers' Perspectives, Self-Reported Practices, and Concerns Related to an Alternate Assessment System
Authors: Kim Young-Gyoung , Angell Maureen E. , O'Brian Mary , Strand Kenneth H. , Fulk Barbara M. , Watts Emily H.
Published: February 2009

A statewide survey was completed by 234 special education teachers with experience in developing assessment portfolios within the Illinois Alternate Assessment (IAA) system. Relationships between these teachers' demographics and their perspectives, concerns, and self-reported practices related to the IAA system was identified and described. These Illinois teachers expressed less positive perspectives about their practices related to the IAA system than teachers in previous studies. Overall, they noted few benefits of the IAA system for teachers and students. Implications of these results and recommendations for educational practice and future research are discussed.
Adequate Yearly Progress of Students with Disabilities: Competencies for Teachers
Authors: Thompson Sandra J. , Lazarus Sheryl S. , Clapper Ann T. , Thurlow Martha L.
Published: February 2009

The No Child Left Behind Act of 2001 (NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA '04) raise the achievement expectations of all students, including students with disabilities. These requirements place new responsibilities on institutions of higher education and state educational agencies to ensure that teachers are knowledgeable about state academic content and achievement standards and expectations. This paper puts forth competencies for teachers in this new era of standards-based education that were developed by the Educational Policy Reform Research Institute (EPRRI), in collaboration with the National Center on Educational Outcomes (NCEO), and validated by participants at a national symposium on teacher quality. The paper also compares these competencies with Interstate New Teacher Assessment and Support Consortium (INTASC) model standards and the state standards for beginning teachers of one state to see whether current standards contain the proposed competencies. In conclusion, these competencies are proposed as a supplement to existing standards and are envisioned as an aid in matching existing standards to federal and state requirements.
Special Education in General Teacher Education Programs in Singapore
Authors: Heng Mary Anne , Tam Kai Yung (Brian)
Published: February 2009

In Singapore, special education has traditionally been perceived as distinct from general education. Students with learning and behavioral difficulties in general education classrooms are often neglected. Typically, this is due to the fact that many general education teachers lack the competencies required to work with students with diverse learning needs. The purpose of this paper is to discuss three misguided notions about teacher education in Singapore and the impact of these widely held beliefs, ultimately to encourage teacher educators in Singapore and elsewhere to re-examine how they prepare teachers to serve students with diverse learning needs. An in-service training program designed to help general education teachers work with students with disabilities in Singapore is also briefly described.
A Sociocultural Perspective on At-Risk Asian-American Students
Authors: Doan Kim
Published: February 2009

When discussions of at-risk students arise, Asian-American students are rarely mentioned. The stereotype of the model minority hurts at-risk Asian-American students. While their successful counterparts dominate honor rolls, at-risk Asian-American students are often overlooked and underserved. This paper discusses at-risk Asian-American students from a sociocultural perspective, addressing: (a) society's perceptions of Asian-American students, (b) teachers' perceptions of Asian-American students, (c) the Asian-American community's attitudes towards disabilities, and (d) the relationship of Asian-American students to special education. I conclude with suggestions for the field of education in addressing the needs of Asian-American students.
Components of a Successful Mentoring Program for Beginning Special Education Teachers: Perspectives from New Teachers and Mentors
Authors: White Marlene , Mason Christine Y.
Published: February 2009

Much of the research on mentoring has been either case study in nature or conducted with general educators. To understand the impact of mentoring for special educators, a consensus document prescribing guidelines for mentoring was developed and used across 7 national sites with 244 new teachers and 253 mentors. Results from the new teacher and mentor teacher surveys (returned by 60% and 68% of the new teachers and mentors respectively) showed that overall mentoring was considered worthwhile and helpful to the beginning teachers and helped to remediate stressors associated with attrition. The majority of new teachers and mentors were satisfied with being special education teachers and intended to return to the classroom.
Using Case Writing to Meet Diverse Agendas in Special Education
Authors: Spencer Karin , Freund Maxine , Browne Barbara
Published: February 2009

Through case-writing pedagogy, an approach to case-method instruction, early intervention-early childhood leadership students examined interdisciplinary perspectives, reflected, and integrated new content. Students explored leadership theories and researched current issues and trends in early childhood mental health as they engaged in a collegial, reflective process. Furthermore, students identified issues or tensions from their work settings and developed problem-solving skills, including defining and reframing problems. The interdisciplinary leadership institute and the specific features of the case-writing pedagogy are described. Teaching outcomes are discussed, including course evaluation results and a descriptive case study. Changes in students' personal and professional beliefs; dispositions regarding reflective practice and mental health; and connections between theory, research, and practice are provided. Applications to other contexts are discussed.
An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes
Authors: Maheady Larry , Jabot Michael , Rey Janeil , Michielli-Pendl Jean
Published: February 2009

Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes. Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17,000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60% of sampled lessons. Implications for teacher educators in general and special education are discussed.
Comparing Web-based to Traditional Instruction for Teaching Special Education Content
Authors: O'Neal Kelly , Jones W. Paul , Miller Susan P. , Campbell Pamela , Pierce Thomas
Published: February 2009

Web-based instruction (WBI), including both online courses and online degree programs, offer flexibility to students and instructors and are now typical in higher education programs. Researchers compared WBI to traditional instruction for teaching undergraduate students about students with disabilities. Forty-four students participated in this study. Half were enrolled in the Web-based section of the course; half were enrolled in the traditional section. Researchers measured students' achievement and opinions. For pretest and posttest scores, significant differences were found within groups; no significant differences were found between groups. Results indicated that the two groups of students began the course with similar knowledge and completed the course with similar knowledge gains. No significant differences in opinions were found between the two groups. Findings indicated that WBI is effective for disseminating special education course content to preservice teachers.
Reviewing and Refining: A Professional Education Unit's Journey Toward Accreditation
Authors: Anderson Kelly M. , Spooner Melba , Calhoun Mary Lynne , Spooner Fred
Published: February 2009

This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005. Beginning with the unit's revision of their conceptual framework and alignment of their professional educator preparation programs to the revised National Council for Accreditation of Teacher Education standards, the authors hope to provide concrete illustrations of how very basic elements of collaboration, shared decision making, open communication, and purposeful engagement among all constituents led to successful achievement of national and state accreditation, and may be accomplished by other universities and colleges as they pursue this milestone achievement toward excellence in teacher education.
Copyright Law and Content Protection Mechanisms: Digital Rights Management for Teacher Educators
Authors: Ludlow Barbara L. , Duff Michael C.
Published: February 2009

The integration of new technologies using digital media materials in preservice and inservice programs to prepare educational personnel presents both opportunities and challenges for teacher educators in special education. The Technology, Education, and Copyright Harmonization (TEACH) Act of 2002 provided some guidelines for appropriate use of copyrighted materials in face-to-face, televised, and online instruction and focused educator's attention on the need for policies and practices related to digital rights management. This article outlines the major provisions of the TEACH Act as they relate to converting, creating and implementing digital media. Then it presents currently available content protection mechanisms for controlling access to and preventing copying of various file formats to comply with the Act's provisions and protect one's own and others' intellectual property. This information will be useful for educators who use commercial materials or develop their own media for use in personnel preparation programs or staff development activities.