bluuebunny/crossref_metadata_2025 huggingface dataset:
Perceptions of Paraeducators on Job Retention
Authors: Tillery Christina Young , Werts Margaret Gessler , Roark Rebecca , Harris Shirley
Published: February 2009

Retaining paraeducators is reported to be an issue for some schools. Jobs with more favorable working conditions are said to draw paraeducators from education. The purpose of this study was to investigate issues related to retention or attrition of paraeducators. Structured interviews were conducted with 21 participants, drawn from two public school districts in North Carolina. Participants included both stayers (those who remain on the job) and leavers (those who left the job) to achieve a balance of information. Four major findings emerged: (a) the length of time paraeducators stayed on the job; (b) the primary reason for taking a job as a paraeducator; (c) difficulties with low pay; and (d) issues related to working conditions.
Career Choices of Recent Doctorates in Special Education: Their Implications for Addressing Faculty Shortages
Authors: Pion Georgine M. , Smith Deborah D. , Tyler Naomi C.
Published: February 2009

The insufficient supply of special education doctorate recipients to meet the demand for higher education faculty has been a chronic problem. One reason for the continued shortfall has been the low proportion of new graduates who pursue academic careers. In order to explore the factors underlying the career choices of recently trained leadership personnel, a survey of individuals who earned their doctorates between 1994 and 1998 was conducted in fall 1999. The results revealed that there has been no sign of growth in the proportion that moved into faculty positions. In sharp contrast to the estimated 85% of individuals who earned their degrees in the 1960s and took faculty appointments, approximately 36% of 1994–98 doctorate recipients were employed full-time in tenure-line positions. Although several reasons contribute to this situation, the most influential involved the age at beginning doctoral study, the career aspirations of beginning doctoral students, the extent to which they received institutional support to finance their training, and their ability to relocate after graduation. These factors point to the need for doctoral programs to vigorously recruit new doctoral students at a younger age, provide them with adequate financial support during their training, and streamline the educational process so as to reduce the time between receipt of the baccalaureate and awarding of the doctorate.
An Analysis of Federal Initiatives to Prepare Regular Educators to Serve Students with Disabilities: Deans' Grants, REGI, and Beyond
Authors: Kleinhammer-Tramill Jeannie
Published: February 2009

This article describes federal initiatives to support preparation of regular educators to serve students with disabilities through the eras of mainstreaming, the Regular Education Initiative, inclusion, and, currently, promoting access to the general education curriculum. Trends in the number of personnel preparation projects that support preparation of regular educators are analyzed. Current OSEP policies are discussed in terms of their potential impact on efforts to prepare regular educators to serve students with disabilities.
Voices from the Field: Teachers from Culturally and Linguistically Diverse Backgrounds Entering the Profession Through Alternative Certification
Authors: Dieker Lisa A. , McTigue Anna , Campbell Gentry , Rodriquez Jose , Savage Mary , Jackson-Thomas Annette
Published: February 2009

This article provides the field with a voice from culturally and linguistically diverse beginning teachers who have entered special education through an alternative certification program. These teachers serve as co-authors for this article to share their thoughts related to why they entered teaching, what they feel has assisted them with the induction process and what they feel is needed for them to be retained in the teaching field. Specifically, these teachers are future leaders who are committed to students with disabilities in urban settings and are potentially future leaders in our field. These co-authors bring creative and powerful energy to the field of special education and provide comments that reflect the marginalization of secondary special educators in urban settings. Primarily the focus of this article is about listening to the voices of the consumers of our teacher education programs.
Primetime: A University and Local School Partnership for the Recruitment and Training of Preservice Teachers
Authors: Coulter Gail
Published: February 2009

Primetime was a local school and university partnership designed to meet university training needs while providing a focused reading intervention for 3rd-grade children. University students and the local schools received mutual benefits. Data showed improvement in overall reading performance on informal reading inventories and state reading assessment. University students reported satisfaction in partnering with a local school and felt competent in the skills they had learned.
Three Conceptions of Teacher Learning: Exploring the Relationship Between Knowledge and the Practice of Teaching
Authors: McLeskey James , Waldron Nancy L.
Published: February 2009

This is the first in a series of articles addressing conceptions of teacher learning, and the implications of these conceptions for improving the practice of teaching. This article provides descriptions of three perspectives on teacher learning: knowledge-for-practice, knowledge-in-practice, and knowledge-ofpractice (Cochran-Smith & Lytle, 1999). Examples of the application of each of these conceptions of teacher learning from the special education literature are provided. In subsequent articles, the implications of each of these perspectives are addressed relative to pre-service teacher education, professional development, research and the application of research to practice, and school change/improvement.
The Effects of a Teacher-Training Intervention on Student Interns' Use of Naturalistic Language Teaching Strategies
Authors: Phillips Barbara , Halle Jim
Published: February 2009

Four student interns were taught to use environmental arrangement strategies and delayed prompts to enhance the number of teaching occasions and to facilitate communicative requesting of students with severe language delays. A multiple-probe design across interns was implemented to evaluate the effects of the training on interns' use of the intervention procedures. Three of the four interns immediately increased their use of the strategies when the intervention was introduced. A specific component of the intervention, researcher-generated vs. intern-generated teaching occasions, was analyzed separately. The use of researcher-generated and intern-generated teaching occasions varied across interns with no clear preference found. To assess observer reactivity, unobtrusive data were gathered and revealed fewer teaching occasions for all participants (relative to scheduled observations), but their rates remained above those in baseline. Limitations and implications of this investigation for practice and research are discussed.
Assistive Technology: Are the Necessary Skills and Knowledge Being Developed at the Preservice and Inservice Levels?
Authors: Bausch Margaret E. , Hasselbring Ted S.
Published: February 2009

Assistive Technology (AT) devices and services have been legally mandated for several years. However, the passage of the Individuals with Disabilities Act Amendments P.L. 105–17 (IDEA1997), which states that every student with an Individualized Education Program (IEP) must be considered for AT, had enormous implications impacting approximately six million school-aged students identified with a disability. As a result, states have written assistive technology policies, procedures, guidelines, and technical assistance manuals to reflect the change in federal laws. In order to comply with state policies, school districts are in need of qualified personnel to plan, develop, and implement assistive devices and services. However, because of the lack of AT degree and certification programs at the preservice level, it is often problematic for districts to find AT trained personnel, thus, directly impacting the services that can be provided for students with disabilities.
Strategies for Integrating Transition-Related Competencies into Teacher Education
Authors: Kohler Paula D. , Greene Gary
Published: February 2009

Post-school outcomes of students with disabilities continue to differ significantly from those of their peers without disabilities, in spite of federal special education regulations to address transition issues in IEPs. Transition-related research has identified practices associated with improving post-school outcomes. Yet, implementation of such practices and compliance with federal regulations remains somewhat sporadic. To improve implementation, we suggest strategies for improving transition-related teacher competencies through special education teacher education programs. This paper describes (a) approaches for including transition-related content; (b) transition-related teacher competencies; (c) components of teacher education curricula for targeting competency development; and (d) specific readings, class activities, and assignments for infusing transition-related content. Suggestions for future research are also offered.
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.
Special Education Teacher Preparation in Belgium, Russia, and United States: A Comparative Study
Authors: Judge Sharon , Oreshkina Maria
Published: February 2009

This article describes the nature and current status of special education teacher preparation in Belgium, Russian, and United States. Findings from in-depth qualitative interviews, observations and analysis of documents were used to examine the difference perspectives on the preparation of special educators within higher education settings. Cross-national differences were found among the programs due to special education reform efforts and the cultural, sociopolitical, and historical beliefs of each country. Common features and content of study programs in special education are discussed.
Addressing Personnel Needs for Rural Areas
Authors: Rosenkoetter Sharon E. , Irwin Jill D. , Saceda Rachelle G.
Published: February 2009

A chronic shortage of early interventionists and special educators exists in rural areas. The authors argue that special rural knowledge and skills may be required for early interventionists and special educators to be satisfied and productive in rural areas. Both recruitment and retention of rural special educators can be challenging, leading in many states to gaps in services for infants, toddlers, children, and youth with disabilities who live with their families in rural or remote areas. This article began with a review of the literature on personnel preparation for rural services. It summarizes data from 96 recent rural personnel preparation projects funded by U.S. Department of Education (USDE), Office of Special Education Programs (OSEP) and shares the results of an e-mail survey of the directors of recent OSEP rural projects that have concluded. Based on this triad of sources, the authors discuss (a) rural knowledge and skills to be incorporated into personnel preparation programs, (b) effective recruitment strategies for rural professionals, (c) methods of delivering training to personnel in rural areas, and (d) outcomes of the OSEP rural projects. The authors offer recommendations to university personnel and policy makers to increase stability and reduce the longstanding shortages of qualified personnel for rural services.
Preparing Early Childhood Special Educators to Serve Culturally and Linguistically Diverse Children and Families: Can a Multicultural Education Course Make a Difference?
Authors: Correa Vivian I. , Hudson Roxanne F. , Hayes Michael T.
Published: February 2009

There is no doubt that today's schools are faced with the challenge of educating an increasingly diverse school population. More teacher education programs address these challenges by adding courses in multicultural education and/or infusing content on teaching culturally and linguistically diverse students into the existing curriculum. This investigation reports on the changes in concepts and beliefs of 45 preservice teachers enrolled in a 17-week unified early childhood/special education multicultural education course. The course consisted of topics related to teaching students from culturally and linguistically diverse backgrounds. Instructors used a variety of pedagogical strategies in the course including small group activities, case study illustrations, videotapes, thematic unit instruction, and traditional large group lectures. Students were asked to draw concept maps on “multicultural education” and write explanatory paragraphs on the first and last day of the course. Conceptual and belief changes were found in both the concept maps and supporting paragraphs.
Identifying Attributes of High Quality Special Education Teachers
Authors: Carlson Elaine , Lee Hyunshik , Schroll Karen
Published: February 2009

Using a nationally representative sample of 1,475 special education teachers, researchers used factor analysis to test five teacher quality factors with empirical and theoretical grounding in general education research: experience, credentials, self-efficacy, professional activities, and selected classroom practices. These factors were combined to create an aggregate teacher quality measure. All five factors emerged as viable components of an aggregate teacher quality measure, although some modest factor loadings suggested a need for further research into the precise nature of these teacher quality dimensions and the best ways to measure them.
Preparing Teachers for Family Centered Services: A Survey of Preservice Curriculum Content
Authors: Rupiper Michelle , Marvin Christine
Published: February 2009

A family-centered approach is recommended as best practice in the field of early intervention. However, recent research suggests that some professionals in the field do not always implement family-centered services. This study investigated the content taught to pre-service early intervention/early childhood special education students regarding family-centered services. Eighty-two faculty members from institutions of higher education across the U.S. rated the importance of and the extent to which they taught five categories of content associated with family-centered services. Content associated with Knowledge of Families, IFSP/IEP Skills, and Respecting Diversity were taught significantly more than Communication Skills and Knowledge of Team Work. All five categories of content were taught to at least a moderate degree and each category was rated as moderately important to crucial for students. The categories rated as most important were also taught most extensively.
General and Special Education Teachers' Preparation Needs in Providing Social Support: A Needs Assessment
Authors: Pavri Shireen
Published: February 2009

This exploratory study inquires into the types of preservice and inservice preparation practicing elementary school general and special educators have received to facilitate the social functioning of students with and without disabilities. Sixty teachers serving students with learning disabilities who were educated in inclusive environments for at least 80% of the school day were interviewed. Eleven general educators and 19 special educators could not recall receiving any preservice preparation on providing social support to their students. Twenty-four general educators and 23 special educators reported participating in a range of inservice opportunities. Twenty-seven general educators and 24 special educators indicated a need for additional training, identifying areas like dealing with challenging behaviors, teaching social skills, teasing and tattling. Implications for teacher preparation programs are discussed.
Infusing Evidence-Based Practices into the Special Education Preparation Curriculum
Authors: Paulsen Kim J.
Published: February 2009

This article describes how a math intervention was developed based on five standards needed to be an effective math teacher of students with disabilities and four validated practices shown to be effective with students with disabilities. Emphasis was placed on the importance of explicitly teaching these strategies in teacher education methods courses. Preliminary data indicated that when these standards and validated practices were used to teach first grade students at risk for math failure, achievement gains were seen and preservice teachers felt they gained knowledge about teaching students mathematics.
Preschool Teachers' Knowledge, Opinions, and Educational Experiences with Attention Deficit/Hyperactivity Disorder
Authors: Stormont Melissa , Stebbins Molly S.
Published: February 2009

The main purpose of this exploratory study was to investigate preschool teachers' past educational experiences, knowledge, and opinions related to ADHD. A second purpose was to determine if specific teacher variables (e.g., years of experience) were associated with higher knowledge of ADHD as measured by a criterion-referenced test. One hundred thirty-eight preschool teachers completed a questionnaire that included demographical information and questions related to knowledge and experiences with ADHD in preschoolers. Descriptive findings indicated that preschool teachers' most common educational experiences related to ADHD included reading articles in magazines and journals. In addition, preschool teachers did not feel that they knew very much about the process of assessing ADHD in preschoolers. Analyses of teacher variables revealed that teachers with graduate level educations did better on the test on ADHD than teachers with vocational or high school level educations. Results also indicated that teachers' ratings of their own knowledge of ADHD were not associated with test performance. The implications of these findings for professional development are discussed.
A Teacher Inquiry Group on Student-Led IEPs: Starting Small to Make a Difference
Authors: Eisenman Laura , Chamberlin Mark , McGahee-Kovac Marcy
Published: February 2009

A collaborative team of a teacher-consultant, state education agency associate, and university faculty member facilitated a workshop and monthly inquiry group meetings to support teachers' implementation of student-led Individual Education Programs (IEPs). Through participant-observation and grounded theory analytic methods, we examined issues raised by teachers and the function of the meetings as a change agent. We found that inquiry groups prompted action by encouraging teachers to self-select manageable problems and solutions within a context of friendly support and new ideas. Teachers reported that even small implementation efforts had benefits for students and other IEP team members.
Self-Regulated Strategy Development for Students with Learning Disabilities
Authors: Lienemann Torri Ortiz , Reid Robert
Published: February 2009

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model. In this article, we discuss the rationale and steps for implementing it. We also provide practical information for use in teaching and evaluating strategy instruction. This article is intended to guide teacher educators as they help future teachers develop a practical working knowledge of how to effectively implement strategy instruction in the classroom.
Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior
Authors: Scheeler Mary Catherine , McAfee James K. , Ruhl Kathy L. , Lee David L.
Published: February 2009

In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term contingency trials. Participants were five preservice special education teachers working on academic skills with students with special needs in elementary and middle school classrooms. Corrective, immediate feedback was shown to be an effective way to increase completion of three-term contingency trials by teachers. During baseline, percentage of completion ranged from 30-92. With corrective, immediate feedback, all five teachers reached criterion level of 90% completion. Overall, mean percentage of correct student responses increased 3 to 17 percentage points over baseline results for four of the five teachers. All teachers rated the method as beneficial. Implications for practice are discussed.
Interdisciplinary Teaming in Teacher Preparation
Authors: Miller Patricia S. , Stayton Vicki D.
Published: February 2009

Interdisciplinary teaming has been described as the pivotal component of blended, interdisciplinary teacher preparation for early childhood. A survey was conducted as a second national examination of the practices of faculty teams in blended teacher preparation programs. A time intensive search using diverse mechanisms and sources led to the nomination of 55 potential participant programs. A final pool of 24 teacher education programs in 12 states met a specific definition for the blended approach to teacher preparation. Programs had been in operation from 1 to 12 years. Results revealed that characteristics and practices of teams have remained consistent over the last 6 years and, thus, can be described as current practice. Findings supported conclusions that frequency of team meetings is related to effectiveness and to interpersonal relationships among team members. Results confirmed that barriers to interdisciplinary teaming in higher education are related primarily to the culture of the workplace. Major findings were instrumental in constructing a set of recommendations for interdisciplinary teaming that address significant barriers.
Using Digital Videos to Enhance Teacher Preparation
Authors: Dymond Stacy K. , Bentz Johnell L.
Published: February 2009

The technology to produce high quality, digital videos is widely available, yet its use in teacher preparation remains largely overlooked. A digital video library was created to augment instruction in a special education methods course for preservice elementary education teachers. The videos illustrated effective strategies for working with students with disabilities in general education settings. All videos were filmed in the local public schools. The processes involved with identifying who, what, and where to videotape, obtaining parental permission, collecting digital video, and creating digital movies are described in this article. Considerations for teacher educators seeking to construct and use digital videos as a form of pedagogy are examined, and directions for future research are discussed.
Perceptions of the IEP Requirement
Authors: Simon Joan B.
Published: February 2009

The Individuals with Disabilities Education Act mandates that free, appropriate, public education (FAPE) be provided to children with educationally-defined disabilities. The Individualized Education Program (IEP) requirement (i.e., team meeting and document) is the method for providing FAPE to children. Previous research has failed to consider both the team meeting and document in attempts to understand team members' perceptions of the IEP requirement. This study used a newly created questionnaire to investigate team members' (N = 241) perceptions of the IEP requirement at three educational levels. Reliability and validity data on the questionnaire are provided. On average, teachers expressed more positive perceptions of the IEP requirement than did parents. Methods for improving team members' perceptions of the IEP process are included.
Effect of an Internet-Based Professional Development Program on Teachers' Assessment Literacy for All Students
Authors: Huai Nan , Braden Jeffery P. , White Jennifer L. , Elliott Stephen N.
Published: February 2009

This quasi-experimental study examined the effectiveness of Assessing One and All (AOA), a Web-based teacher professional development program. AOA was designed to enhance teachers' assessment literacy and skills in general and inclusive educational assessment practices. Fifty-five teachers from Arizona, South Carolina, and Wisconsin participated in the study. Repeated-measure analysis, matched-pair t-tests, and qualitative analysis were used to examine whether (a) AOA effectively enhanced teachers' knowledge and self-efficacy in inclusive assessment practices, and (b) teachers accepted the online course as an alternative to traditional professional development programs. Despite some limitations in the design and execution of the study, AOA improved teachers' knowledge and self-efficacy of assessment issues and can serve as an efficient and effective professional development tool.
A Mixed Methodology Analysis of Co-Teacher Assessments
Authors: Cramer Elizabeth , Nevin Ann
Published: February 2009

A mixed methodology approach was used to study the relationship between general and special educators who were co-teaching. On two co-teacher assessment instruments, sums of ratings from special educators and general elementary and secondary educators in an urban multicultural school district in the southeastern USA were similar to those obtained from a sample of early childhood specialists and early childhood educators co-teaching in Hawaii. The highest rated items on the two assessment instruments were similar in content. Interviews and observations with a subset of survey respondents corroborated the survey items. Overall, the follow-up interviews and observations corroborated and instantiated the co-teacher ratings on the survey items. Implications for teacher education are discussed.
Behaviors of Teachers in Co-taught Classes in a Secondary School
Authors: Harbort Gina , Gunter Philip L. , Hull Karla , Brown Queen , Venn Martha L. , Wiley Larry P. , Wiley Ellen W.
Published: February 2009

Researchers examined roles and actions of members of “co-teaching” teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum.
Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers
Authors: Silverman Jenzi C.
Published: February 2009

Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. Implications of findings for teacher education and further inquiry are discussed.
Siblings of Individuals with Disabilities who Enter Careers in the Disability Field
Authors: Chambers Cynthia R.
Published: February 2009

Siblings of individuals with disabilities are a unique group in disability-related careers. This group of professionals has been minimally explored in research. The researcher utilized qualitative methodology to explore perceptions of siblings with respect to their career and familial experiences in the disability field. Findings indicated that siblings entered the field for various reasons. Siblings shared positive and negative experiences from the disability field from both family life and career involvement. Siblings also provided information about the impact of their career on the role as a sibling. Finally, discussion and implications for practice and research are included.
Listening and Learning from Mexican and Puerto Rican Single Mothers of Children with Disabilities
Authors: McHatton Patricia Alvarez
Published: February 2009

Schools face increasing diversity within their student population while teachers remain predominately White, female, and middle class. These contrasting demographics demand that teacher preparation programs produce culturally competent teachers who are able to work effectively with students and families from backgrounds different from their own. For teacher candidates who may lack a critical view of society, exposure to the experiences of diverse families and discussions related to the impact of such experiences on parent involvement and school personnel interaction is essential. This paper describes experiences of discrimination faced by Latina single mothers of children with a disability. A discussion of results and implications for teacher educators with suggestions for use of findings with teacher candidates is included.
Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation
Authors: Bore Julie C. Korir
Published: February 2009

This study examined the perceptions of 88 graduate students on the use of Web-based instruction in preparing special education personnel. Following the collection of data using surveys, 6 participants were randomly selected from the original sample and interviewed. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore, findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Greater opportunities for learner and instructor interaction in Web-based courses increased the probability of acquiring anticipated learning goals and objectives. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
The Impact of Leadership Personnel Preparation Grants on the Doctoral Student Population in Special Education
Authors: Wasburn-Moses Leah , Therrien William J.
Published: February 2009

Over the last decade, concern has grown regarding the faculty shortage in special education (Sindelar & Rosenberg, 2003). In part as a reaction to a federally funded study conducted in 1999, the Office of Special Education Programs (OSEP) increased funding for doctoral study in the form of Special Education Leadership Personnel Grants (Gilmore, 2005; Price-Ellingstad, 2005). This paper reports results of a nationwide survey of 619 students from 78 doctoral programs. It compares demographic and background data of current doctoral students to students surveyed in 1999. Results indicate that although the doctoral population does appear to be changing in the direction recommended by researchers in 1999, both contemporary views about doctoral study and the resulting agenda need to be rethought.
Effects of a Preparation Program Focused on Accommodating Children with Challenging Behaviors
Authors: Gettinger Maribeth , Stoiber Karen , Koscik Rebecca
Published: February 2009

In this article, the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors is evaluated. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and master's-level students who received the training, (b) 16 classroom teachers who participated as consultees, and (c) 16 target children (4 to 10 years) who exhibited challenging behaviors that interfered with their learning. Multiple outcome measures are administered across two or three measurement times. Trainees demonstrate significant gains in knowledge, skills, and self-efficacy from pretraining to posttraining, and they have higher performance on three outcome measures at posttraining compared to a matched group of students who do not receive training. There are also significant gains for teacher consultees (knowledge and self-efficacy) and target children (behavior ratings and progress toward goals). Findings are discussed relative to study strengths and weaknesses, and implications for future research are identified.
Meeting the Needs of Students with Disabilities in General Education Classrooms in China
Authors: Meng Deng  , Harris Kymberly
Published: February 2009

China has initiated experiments on “Learning in Regular Classrooms” (LRC) since the mid-1980s in response to the international trend of inclusive education and the domestic need of serving large numbers of children with disabilities. LRC is the main strategy to promote compulsory education for youngsters with disabilities. Despite the fact that LRC has been practiced for 20 years and the enrollment of children with disabilities is increasing each year, high instructional quality for students with disabilities who are learning in the general education classrooms has not yet been achieved. This is largely due to the shortage of trained teachers and resources. The authors advocate that a more systematic teacher training system in China be developed to address diverse learning needs in general classrooms and domestic and international efforts be made to transform the education system from the current rigidity toward a more flexible structure.
Using Online Modules to Bridge Research to Practice in Classrooms
Authors: Little Mary E. , King Laura M.
Published: February 2009

Although research identifies a plethora of evidence-based instructional practices, classroom teachers find research difficult to access and often of little relevance to classroom practice; therefore, they do not implement these practices. Bridging the gap between research and practice requires continued and mediated support as teachers translate and contextualize research through their lenses of prior knowledge, understandings, and impact on student results within their classrooms. This developmental process is both time consuming and unique. To address the need for contextualized support during the implementation process of evidenced-based instructional practices by teachers to determine impact of instruction, online modules have been developed, implemented, and researched using a beta testing process. The authors of this article describe the content of the online modules and mediated support, outline the specific research framework of beta testing procedures and instrumentation, describe the content and structure of the course, analyze the results from the pilot study, and describe the limitations and considerations for continued research.
The Development of Successors From Followers to Leaders in Small Family Firms
Authors: Cater John James , Justis Robert T.
Published: February 2009

The purpose of this exploratory study was to better understand the development of successors in the small family business, including their approach to the leadership of the firm. It examined variables (and their relationships) that help to explain family business successor leadership. A case study approach was followed, using grounded theory analysis of qualitative interviews of the top managers of six family businesses. It provided six propositions for future research—namely, concerning positive parent—child relationships, acquiring knowledge, long-term orientation, cooperation, successor roles, and risk orientation.
Taiwanese-owned Footwear Factories in China
Authors: Liu Ren-Jye , Lin Man-Li
Published: February 2009

The development of the global athletic shoe industry has undergone rise and fall in America, Japan, Korea, and Taiwan over the last 40 years or more. Taiwanese enterprises have led Taiwan and China's footwear growth from production to product development since 1990 and they have built up a long-term cooperative relationship with international brand companies. Furthermore, Japanese management technology was introduced in 2000. Factories in China implemented the lean production system and moved toward target cost management. Taiwanese enterprises have not only succeeded in collaborating with the European, American, and Japanese brands to manufacture in China, but they have also replaced the Japanese footwear factories and taken the lead from Korean manufacturers. This article examines how Taiwanese enterprises compete and collaborate with leading brand companies, while reviewing the literature and constructing an analytical framework based on two axes: manufacturing organizational capability and partner relationship. Observations will include the most recent cases of leading brands in America and Japan, Nike and Asics, as well as their respective Taiwanese-owned shoe firms in China, with the aim of uncovering the reasons for their superior position. Findings show that the competitive capability of Taiwanese-owned shoe firms comes from introducing Japanese management technology to strengthen their manufacturing organizational capability and building up partnerships with brand companies. Both factors interact and mend the product value chain gap to create advantages for original equipment manufacturing/original design manufacturing. It is important to upgrade capabilities independently, while maintaining long-term cooperation and learning with partners.
Competition and Cooperation among Asian Enterprises in China
Authors: Sato Yukihito
Published: February 2009

The Asian economy has experienced tremendous changes since the late 1980s, such as the serious stagnation of the Japanese economy, the rise of many non-Japanese Asian firms, particularly in Taiwan and South Korea, and the emergence of China as an economy endowed with abundant low-cost production resources as well as a huge market. This special issue explores how Asian enterprises interact with one another amid these structural changes, with China as the arena. First and most importantly, our studies illustrate many cases of competitive and cooperative relationships among Asian firms, various kinds of cooperation in particular, which reflects the narrowing gaps among Japanese, Taiwanese, and Korean firms. Second, we also demonstrate the evolutionary process of resource/capacity building and strategic choices. Third, mutual trust built up through long-term association plays a crucial role in the collaboration between Japanese and Taiwanese firms. Fourth, although we focus on Asian enterprises, our research also shows that the multinationals from America and Europe continue to be important actors in the regional economy. Fifth, China is both a facilitator of cooperation and a stage providing opportunities for the latecomers to challenge firms from advanced countries.
Seeking a Context for the Testament of Job
Authors: Gruen William `CHIP'
Published: February 2009

It has been widely accepted that the Testament of Job is a retelling of the canonical book of Job. However, there is little agreement about where or when this pseudepigraphic work was produced and why the conflict between Job and Satan has been reframed. Instead of God offering Job to be tested by Satan, Job actively struggles against Satan, striking the first blow by destroying a pagan temple. This article aims to place the Testament of Job within Roman Egypt in the early to mid-second century. Specifically, it contextualizes the episode of temple destruction within the broader phenomenon of religious violence of the southeast Mediterranean. This study argues that the Jewish Diaspora Revolt during the reign of Trajan may have inspired the composition of the first twenty-seven chapters of the Testament of Job.
A Dying and Rising Josephite Messiah in 4Q372
Authors: Mitchell David C.
Published: February 2009

This article draws attention to difficulties in the prevailing interpretation of 4Q372, which sees the text as referring to the fall of the historical northern kingdom. This study suggests the Joseph figure of 4Q372 appears to be a righteous king or `eschatological patriarch' who quotes in his death-throes Psalms 89 and 22, like the suffering Ephraim Messiah of Pesikta Rabbati 36-37. This study therefore argues that the genre of 4Q372 is not history but prophecy, a view supported by its verbal forms. Such an interpretation has implications for the dating of the Josephite Messiah.
School-to-Work Transition Programs Within Third-Party Government
Authors: Downs Alexis , Carlon Donna M.
Published: February 2009

The authors investigated third-party government, that is, the realignment of public sector agencies from “service providers” to “service managers.” Using a model developed in studies of multinational corporations, the authors examined key processes within school-to-work transition programs for students with developmental disabilities. The findings suggest substantial variations among processes in agencies providing transition services. Transition programs exhibited traditional, hierarchical, bureaucratic structures, as well as flattened, horizontal, and networked structures. The variation and flexibility apparent in these structures are consistent with changes in both the policies that govern the delivery of services as well as the practice of implementing person-centered planning.
Vulnerability to Foster Care Drift After the Termination of Parental Rights
Authors: Cushing Gretta , Greenblatt Sarah B.
Published: February 2009

Objectives: After the termination of parental rights (TPR), there is no guarantee that youth will achieve legal permanence through adoption either quickly or at all. This study identifies obstacles in reaching adoption after TPR. Methods: Data are extracted via brief case reviews of 640 children and in-depth case reviews of 145 children to identify potential barriers to adoption. Results: Obstacles in reaching adoption post-TPR include characteristics of youth, foster families, and case practice. Conclusions: Results indicate that improvements in practice such as concurrent planning efforts, continuity of case workers, and addressing foster parent ambivalence about adopting youth with special needs can make a difference for youth in reaching more timely permanence through adoption.
Subjective Outcome and Objective Outcome Evaluation Findings: Insights From a Chinese Context
Authors: Shek Daniel T. L.
Published: February 2009

Objective: As there are few studies examining the relationship between subjective and objective outcome evaluation findings, this study investigated the linkage between these two types of outcomes in the Chinese culture. Method: In an experimental study, 3,298 Chinese secondary school students responded to the Chinese Positive Youth Development Scale assessing objective outcome (CPYDS) at pretest and posttest. They also responded to the Chinese Subjective Outcome Scale (CSOS) assessing subjective outcome at posttest. Results: The CSOS total and subscale scores were significantly correlated with posttest CPYDS scores and difference scores; they also predicted changes in CPYDS scores across time. Conclusions: The present findings demystify the common belief that findings based on the client satisfaction approach are unrelated to objective outcome evaluation findings.
Social Class and Work-related Decisions
Authors: Fouad Nadya A. , Fitzpatrick Mary E.
Published: February 2009

In this reaction to Diemer and Ali's article, “Integrating Social Class Into Vocational Psychology: Theory and Practice Implications,” the authors point out concerns with binary schema of social class, highlight the contribution of social class to the social cognitive career theory, argue for a more nuanced look at ways that work provides social mobility in the United States, and note the need to integrate social class with other contextual variables.
Effect of Ultrasonic Degradation on In Vitro Antioxidant Activity of Polysaccharides from Porphyra yezoensis (Rhodophyta)
Authors: Zhou C. , Wang Y. , Ma H. , He R.
Published: February 2009

This article aims to study the effect of ultrasonic degradation on antioxidant activity of polysaccharides from Porphyra yezoensis (Rhodophyta) (PSPY), and to look for the relationship between molecular structure of fractions (F1, F2, and F3) from ultrasonic-degraded PSPY (UDPSPY) and their activities of scavenging hydroxyl and superoxide anion radicals, chelating ability of iron ion and reducing power. Results of antioxidant assays indicated that the UDPSPY had higher antioxidant activity of scavenging superoxide anion radical and hydroxyl radical than that of the PSPY. As antioxidant activities of the fractions are concerned, this result might suggest that decreasing molecular weight and increasing sulfate group content in the molecule were vital and necessary factors for improving antioxidant activity of PSPY. Decrease of molecular weight was the dominant reason for increasing activities of scavenging non-site and site specific hydroxyl radical and reducing power of F1, F2, and F3, and increase of sulfate group content in the molecule was the dominant reason for increasing activities of scavenging superoxide anion radical and chelating ferrous ions of F1, F2, and F3. It was possible that ultrasonic treatment could be a new and effective method for enhancing PSPY's antioxidant activity.
Effect of Various Pre-treatments on Functional, Physiochemical, and Cooking Properties of Pigeon pea (Cajanus cajan L)
Authors: Tiwari B.K. , Tiwari U. , Jagan Mohan R. , Alagusundaram K.
Published: February 2009

Physicochemical, functional, pasting, and cooking properties of dehulled pigeon pea (Cajanus cajan L) splits and flour processed by different pre-treatments (dry, wet, and newly proposed hydrothermal pretreatment) were studied. There was no significant difference ( p < 0.05) in protein and carbohydrate content of pre-treated pigeon pea samples except ash content for wet method and lipid content for dry method. Significant differences were observed in some physicochemical properties such as physical dimensions, hydration, and swelling capacity. Water absorption and oil absorption capacity were significantly higher for hydrothermally pre-treated grain with reduced foaming capacity and stability as compared to other pre-treatments. Pasting profile of hydrothermally treated pigeon pea showed lower value on peak viscosity (0.90Pa.s) and breakdown (0.002Pa.s), with higher pasting temperature (87.5°C). Hydrothermally treated pigeon pea splits were found to be superior in terms of cooking properties compared to other pre-treatments.