bluuebunny/crossref_metadata_2025 huggingface dataset:
Underlying Determinants of Clothing Quality: The Consumers' Perspective
Authors: Hines Jean D. , O'Neal Gwendolyn S.
Published: November 2009

The means-end chain model provided the framework to assess how consumers evaluate clothing quality by examining the cognitive structure that exists between the evaluative criteria used to judge quality and personal values. The in-depth probing technique of laddering was used to elicit responses from 25 women. Analysis of the resulting protocols indicates that for this group of consumers, the concept of perceived clothing quality includes a number of associated concepts at various levels of abstraction. While a number of attributes were identified by the subjects, only "fabric" was consistently chosen by the women to denote quality. The underlying reasons for their choice become evident at higher levels of abstraction where other concepts of perceptions of quality emerged. In this study, consumers evaluated quality using attributes that they associated with social, psychological, economic, physiological, and aesthetic consequences. Research to assess how consumers evaluate quality should be designed to include factors other than physical attributes.
Construction of an SI Theory of Fashion: Part 2. From Discovery to Formalization
Authors: Nagasawa Richard H. , Kaiser Susan B. , Hutton Sandra S.
Published: November 2009

In this second part of a three-part series presenting a symbolic interactionist (SI) theory of fashion, the theory presented in part one is used to demonstrate the process by which a theory can be constructed, illustrating the movement through the contexts of discovery, theoretical synthesis, and formalization in the model of scientific inquiry presented by Nagasawa, Kaiser and Hutton (1989). This paper uses theoretical synthesis to move us from the concrete realm to abstractions about the fashion process. Generalizations are derived and combined with existing theoretical statements, and then conjectures are made to provide a theoretical "leap. " Lastly, verbal statements of fashion axioms are subjected to a process of formalization for purposes of deriving hypotheses. Relationships among axioms and derived theorems are provided, and examples from the literature demonstrating the theory's utility are considered.
Quick Response Management System for the Apparel Industry: Definition through Technologies
Authors: Kincade Doris H.
Published: November 2009

The competitive manufacturing environment has caused manufacturers to seek new and more effective strategies. Quick Response (QR) is one system being adopted by U.S. apparel manufacturers. Trade literature addresses a number of performance issues about QR and provides broad definitions, but limited information exists in refereed journals to define or delineate the QR management system and associated technologies. The study was done in two parts: (1) trade literature review and case study interviews and (2) empirical research with apparel manufacturers. Implementation of QR was most closely related to the technologies associated with partnerships between apparel manufacturers and retailers. This-study provides a quantified operational definition of the QR management system and a homogeneous basis of information for understanding of the QR system, useful for research and management decision making. Clarity of definition can assist manufacturers in collecting information and evaluating decisions.
Behavioral Theory of the Apparel Firm: A Beginning
Authors: Kunz Grace I.
Published: November 2009

The purpose of this paper is to propose a model for a behavioral theory of the apparel firm that will provide a framework for apparel business-related research and curriculum development in textiles and clothing and carry on our already strong behavioral related research tradition. According to the proposed model, the apparel firm's primary business may be manufacturing, retailing, or some vertically integrated combination of manufacturing and retailing. The apparel firm is a coalition of employees with five internal constituencies, executive management and four areas of specialization including merchandising as an integrative function, marketing, operations, and finance. An apparel firm's constituencies interact with each other and with external coalitions and their constituencies in a complex decision making matrix to provide the firm with the resources (materials and/or finished goods, money, physical facilities, etc.) required to conduct business. The primary focus of the proposed model is on the apparel firm's internal constituencies and how they relate to each other, to the firm's goals, and to external coalitions. Concepts are defined, constructs discussed, propositions proposed, and assumptions identified
Dress1 and Human Behavior Research: Sampling, Subjects, and Consequences for Statistics
Authors: Lennon Sharron J. , Burns Leslie D. , Rowold Kathleen L.
Published: November 2009

Articles from the Home Economics Research Journal (Vol. 1-19) and the Clothing and Textiles Research Journal (Vol.1-9) reporting dress research that involved the use of human subjects were content analyzed We were interested in the way probability and nonprobability sampling techniques were used, how they were combined with research designs, and their consequences for generalizability and statistics. Approximately 89% of the research used nonprobability sampling procedures, both in survey and experimental research designs. The consequences of the use of nonprobability sampling is discussed and suggestions are offered for increasing generalizability when nonprobability sampling is used in research.
Consumer Patronage of Manufacturers' Outlets
Authors: Morganosky Michelle A.
Published: November 2009

The purpose of this study was to analyze consumer patronage of manufacturers' outlets from the perspective of exchange theory. Findings from the study of 300 consumers suggest that value is transferred to patrons of outlets through the existence of a qualitylprice differential. A sequential model for patronage of manufacturers' outlets in relationship to the consumer's information environment was developed and is discussed
Exploring Some Missing Dimensions: Ethics, Power, and Privilege in the Education of African American Learners With Disabilities and Gifts and Talents
Authors: Townsend Brenda L. , Patton James M.
Published: November 2009

This special compilation of articles in Teacher Education and Special Education follows an initial article recently published by Patton and Townsend that addressed issues of ethics, power, and privilege within the context of educating African American learners with disabilities and gifts and talents. The increased cultural, racial, and gender homogeneity of the teaching, administrative, counseling and related services, and teacher education personnel, concomitant with the increased cultural, ethnic, and class diversity of exceptional learners, has created a compelling need to explore more closely these three critical issues. We believe that this special collection of articles provides us with a systematic view of the role these three variables have played in the education of African American learners and the path educators can follow in order to incorporate properly these perspectives into their practice and research.
Ethics, Power, and Privilege: Salient Issues in the Development of Multicultural Competencies for Teachers Serving African American Children with Disabilities
Authors: Day-Vines Norma L.
Published: November 2009

This article addresses educators' ethical responsibility for recognizing the inherent dignity and worth of African American students with disabilities. The article opens with a brief overview of multicultural education and continues with a three-pronged model for addressing multicultural competencies: awareness, knowledge, and skills. Awareness involves recognizing personal biases and structural inequalities that impede academic achievement of African American youngsters with special needs. Knowledge competencies entail the acquisition of factual information about culturally distinct groups. Skill encompasses the integration of awareness and knowledge competencies that contribute to skill development. Several strategies for promoting multicultural education are discussed.
Self-Concept and African-American Student Achievement: Related Issues of Ethics, Power and Privilege
Authors: Campbell-Whatley Gloria D. , Comer James
Published: November 2009

School-aged children spend most of their daytime hours in school. Therefore, the school is in a strategic and powerful position to influence the development of their self-concept, self-image, self-worth and self-esteem. Academic success attributes most to positive school effects. But for too many African-American learners, school is a setting of limited achievement. Pre-existing structures within the educational system impede academic achievement and contribute to low self-concept.

In the early part of the twentieth century, educational and social structures and practices in the United States were established according to the belief systems of powerful decision-makers. Many now entrenched practices fail to promote the full potential of African-American students. As a result, many African-American students are misplaced, mislabeled and channeled into special education and other lower academic tracks. Responsible, ethical behavior requires change. This article explores the psychosocial and educational dynamics of the process. Methodologies and strategies needed to change these practices and/or to limit their ill effects will be suggested.
Preparing Educators and Related School Personnel to Work with At-Risk Students
Authors: Prater Mary Anne , Sileo Thomas W. , Black Rhonda S.
Published: November 2009

One of the largest growing populations of students in the United States are those identified as at-risk for educational failure. The term at-risk implies that the student is in danger of negative future events, such as dropping out of school, abusing drugs, becoming a gang member or committing suicide. A separate course was designed at our university to prepare teachers and related school personnel to work with at-risk students in inclusive settings. We describe the course briefly including course content, in-class instructional approaches, out-of-class student activities, as well as students' reactions to the course. We then report the results of a national survey comparing the course at our university to other courses offered in other education teacher preparation programs across the United States.
From Teacher Preparation to Continuing Professional Development
Authors: O'Shea Dorothy J. , Hammitte Diana , Mainzer Ricbard , Crutchfield Margaret D.
Published: November 2009

The authors describe key factors in teacher preparation and continuing professional development. They pinpoint efforts promulgated by the Council for Exceptional Children on special educator standards and assessments. To meet the demands for improved teacher performance, there is a need to align the standards for state licensing, program accreditation, and national certification. The alignment should span entry, to the profession, continuing practice, and advanced practice. Finally, they summarize themes of authors contributing manuscripts to this special section of Teacher Education and Special Education.
The Process and Impact of Standards-based Teacher Education Reform
Authors: Otis-Wilborn Amy , Winn Judith
Published: November 2009

Professional standards that define expectations of the knowledge and skills of individuals who are certified as special educators have had a significant impact on teacher education curriculum in special education. In the last decade, however, greater emphasis has been placed on accountability for beginning teachers' ability to translate these knowledge and skills into practice. For the past three years, the teacher education program in special education at the University of Wisconsin-Milwaukee has developed and integrated program standards into the teacher education curriculum. Additionally, developmental benchmarks and indicators have been developed to assess students' performance as they move through the program. This process has led to greater accountability for the performance of teacher graduates as well as the teacher education program curriculum. This article reviews the process and the impact, including the challenges, of work toward becoming a standards-based teacher education program.
Special Education and the P-16 initiative: Addressing CEC Competencies Through Portfolio Development and Assessment
Authors: Kenney Stepbanie L. , Hammitte Diana J. , Rakestraw Jennie , LaMontagne M.J.
Published: November 2009

The Georgia P-16 Initiative provided an opportunity for Georgia Southern University to revisit the College of Education's conceptual framework. This initiative, coupled with the statewide move from a quarter to semester course delivery format, allowed development and implementation of programmatic changes focused on (a) raising standards in the preparation of teachers, (b) modeling instruction in the area of effective teaching strategies for all grades and in all education settings, and (c) placing qualified and competent teachers in P-12 classrooms. In response to this opportunity, the Special Education Program redesigned its undergraduate curriculum to more closely reflect the core competencies identified by The Council for Exceptional Children, the Georgia Professional Standards Commission, and the National Collegiate Accreditation of Teacher Education. To measure the effectiveness of programmatic changes and follow the development of its students, the program developed and implemented portfolio assessment procedures. These procedures were designed to require periodic checking of the students' growth throughout the two years of upper division special education course work. Implementation of the portfolio process, though in its infancy, appears to have positive implications for the growth of students.
IDEA '97 and Educator Standards: Special Educators' Perceptions of Their Skil[Is and Those of General Educators
Authors: O'Shea Lawrence J. , Stoddard Kim , O'Shea Dorothy J.
Published: November 2009

The authors provide results of a study analyzing special educator's beliefs regarding special and general educators' skills in implementing legal mandates described in Public Law 105-17, the individuals with Disabilities Education Act (IDEA '97). The authors compare how preservice and practicing special educators approach legal mandates, and what special educators perceive to be the influence of their preservice preparation andlor continuing professional development opportunities on satisfying legal requirements. The groups shared similar, negative perceptions regarding their general education counterparts' skills to adapt general education curricula and to accommodate student needs for statewide assessments. The groups differed in their responses to a number of items regarding student suspensions and the appropriateness of general education preparation programs to meet the needs of students with disabilities. There appears to be a continued division between general and special educators. Preservice and inservice programs should be designed to integrate general and special educators in order to unify the service delivery systems.
Preservice Teachers' Preparation to Work with Paraeducators
Authors: Drecktrah Mary E.
Published: November 2009

The purpose of this study was to investigate special educators' preparation far working with paraeducators in collaborative efforts, supervision, and evaluation. Respondents were asked if they had any preservice education to work with paraeducators or instruction from their school system. The majority of the 212 respondents of this survey indicated they are expected to supervise paraeducators but had no preservice education or inservice from their school system. Ninety percent of the respondents felt teacher-education institutions should educate preservice educators and indicated topics that should be covered. The results of two open-ended questions that asked special educators their greatest challenges and benefits of working with paraeducators were also compiled. Implications for future research and implications for school districts and teacher-education institutions are discussed.
Graduate Students Mentors for Technology Success
Authors: smith Sean Joseph
Published: November 2009

Current efforts to integrate technology across teacher education, particularly special education, preparation programs are contingent upon preparing teacher education faculty members to integrate the use of technology into the teacher education curriculum. In this article, I describe the evaluation of an innovative faculty technology-training program that utilized special education graduate students as technology mentors. Feedback from pre-post interviews and weekly online journal submissions on the part of graduate student mentors was collected to assess the impact of this program. The results of this mentorship training model illustrate several distinctive outcomes: an increase in faculty technology integration, an increase in graduate student technology use, and an increase in mentoring relationships between the graduate students and faculty members.
Effects of Peer Coaching on the Rate of Responsive Teacher Statements During a Child-directed Period in an Inclusive Preschool Setting
Authors: Tschantz Jennifer M. , Vail Cynthia O.
Published: November 2009

Several barriers to preschool inclusion exist, including the lack of collaboration between early childhood educators and early childhood special educators and the lack of high quality early childhood programs. In this study a multiple probe design across participants was used to evaluate the effectiveness of peer coaching on the rate of responsive statements made by general education preschool teachers. Three Head Start teachers who served students with special needs in their inclusive classrooms participated with an early childhood special education teacher conducting peer coaching sessions. Results indicated that all Head Start teachers increased their rate of responsive statements. Given these preliminary results a discussion on whether or not peer coaching is an effective and practical model for professional development in inclusive preschools follows.
Physical Education Majors' Attitudes Toward Teaching students with Disabilities
Authors: Hodge Samuel R. , Jansma Paul
Published: November 2009

This study examined the attitudes of future physical educators toward teaching students with disabilities. Physical educators and other enrolled students (n = 704) from 40 colleges and universities across 21 states nationwide, were participants. The Physical Educators' Attitudes Toward Teaching Individuals with Disabilities-III (Rizzo, 1993) instrument was used for data collection. Attitude differences were examined as a function of participants' gender, ethnic status, course work preparation, academic major, and experience teaching individuals with disabilities. Also, examined were participants' perceived comfort levels toward teaching students with sensory and physical disabilities. GLM Factorial analysis of variance procedures revealed that females exhibited significantly higher attitude scores than males toward teaching students with disabilities. In addition, participants with experience teaching individuals with disabilities exhibited higher attitude scores than those with no such experiences. Moreover, female participants with teaching experiences exhibited significantly higher attitude scores than females and males with no such experiences, and males with experience teaching individuals with disabilities. Further analyses by gender indicated that females' perceived comfort level was significantly higher, that is, with less ambivalence, than for males toward teaching students with physical disabilities. No gender difference was found toward teaching pupils with sensory impairments. Participants' ethnic status, academic major, and course work preparation were onsignificant factors with respect to overall attitude scores toward teaching students with disabilities. In contrast, however, course work preparation was found significant regarding participants' perceived comfort level teaching students with sensory and physical disabilities.
Technical Assistance Makes a Difference: The Alliance 2000 Story
Authors: Deutsch Smith Deborah , Tyler Naomi C. , Easterling Jeff , Smith-Davis Judy , Cantou Clarke Cynthia , Mims Victoria A.
Published: November 2009

This country is evidencing a shortage of special educators from diverse backgrounds. The current, scant supply of certified teachers in special education, coupled with the lack of teachers from diverse backgrounds in this country, along with the growing numbers of culturally and linguistically diverse children, has created a national awareness about special education teacher training issues. This article provides a brief summary of the need for diversity in the teaching force and Congress's efforts to address this issue. The Alliance 2000 Project* was a federal project created to provide technical assistance to the nation's minority colleges and universities to increase their access to personnel preparation funds available through the U.S. Department of Education's Office of Special Education Programs. Outcomes of the Project are provided.
Extending the Power in Diversity-Related Personnel Preparation: Alliance 2000 Mentoring as a Professional Development Process in Higher Education
Authors: Tyler Naomi C. , Blalock Ginger , Cantou Clarke Cynthia
Published: November 2009

This article describes mentor/mentee relationships arranged through the Alliance 2000 Project. Faculty members of minority institutions of higher education worked with mentors (successful proposal writers, grant holders, and content experts) from other academic institutions during proposal development for submission to the Office of Special Education Program's personnel preparation competitions. Individuals involved in four mentorships were interviewed regarding their views and perceptions of the mentorship process.
Teacher Education: Ethics, Power, and Privilege
Authors: Ewing Normcc J.
Published: November 2009

Many teacher education programs focus minimal attention on the ethical, political, social, and cultural dimensions of teaching. These four factors construct and sustain critical aspects of schooling for all children and are major barriers to the achievement ofparity in education for students commonly "marginalized" in the educative processes in school. All teacher educators shoulder the responsibility of helping prospective teachers become routinely reflective regarding moral and ethical issues that are often "conversations not had" and subsequently impair opportunities for many students of color to experience positive school outcomes.
Portfolio Assessment and Use: Navigating Uncharted Territory
Authors: Fallon Moira A , Watts Emily
Published: November 2009

Using teaching portfolios in preservice special education programs as an alternative to formal measurement methods is a relatively new process. Reform advocates have called for more authentic measures of teaching performance, particularly at the preservice level when potential special educators are gaining new views new views of their accomplishments. The purpose of this article is to present the outcomes of a fifteen- month project to integrate portfolios in one undergraduate special education preparation program. The process of defining portfolios, how they will be used, the process of evaluation of portfolios, and the benefits of portfolio use will be presented, along with recommendations for future research on the efficacy of portfolios.
A Unified-Birth Through Grade Three Early Childhood Endorsement: Challenges to IHE Faculty Across Iowa
Authors: Raschke Donna , Maude Susan , Brotberson Mary Jane , Milburn Penny
Published: November 2009

Iowa, like many states, must respond to the developing and expanding needs for teachers in early intervention. This article describes one state's jaurney to establish and implement a unified endorsement in early childhood and early childhood special education, birth through third grade. A detailed description provides an understanding of the process that Iowa went through to develop a unified endorsement. It describes the formation of the Unified Institute of Higher Education (IHE) Cansartium and the support the consortium provided to help faculty make major curriculum changes. The results of a statewide faculty needs survey are described to help understand what issues confront IHEs and faculty as they undertake such a major transformation of teacher preparation, The article also describes some challenges for the future.
Preparing General Education Teachers for Inclusive Classrooms: Assessing the Process
Authors: Lombardi Thomas P. , Hunka Nieole J.
Published: November 2009

There is little doubt that general education teachers need to be prepared for students with special needs who will be in their classrooms. In this article, we describe West Virginia University's five-year preservice teacher education program efforts to meet this need. Using a strand approach, a series of special education learning outcomes and competencies have been incorporated into the core courses required of all education majors. Using both quantitative and qualitative assessments, students enrolled in their second, third and fourth year of the teacher education program and faculty teaching the core courses responded to the degree of competence and confidence they felt regarding the strand approach. Recommendations for WVU's fifth program year as well as for strengthening other teacher preparation programs with similar concerns are offered and supported.
Inclusion Confusion: Putting the Pieces Together
Authors: Snyder Lynne , Garriott Pamela , Aylor Mary Williams
Published: November 2009

Although inclusive education has been implemented in public schools across the country, there are no universally agreed upon definitions or madels of inclusion, Preservice and inservice teachers enrolled in an inclusion course examined the ethical, educational, and legal considerations related to inclusion. As a major component of the course, students interviewed teachers who taught in inclusive settings to gather information about their perceptions, attitudes, beliefs, and experiences relevant to inclusion. This paper provides an analysis of the interview responses, identifies common themes and concerns, and presents implications for teacher preparation programs.
A Call to Service: Service Learning as a Pedagogy in Special Education Programs
Authors: Mayhew Jack , Welch Marshall
Published: November 2009

This article defines service learning and describes service learning as a distinct pedagogy from field-based professional programs. Fundamental components of service learning courses and guidelines for developing, implementing, and evaluating service learning courses in special education programs to majors and non-majors are presented.
The Research to Practice Gap in Special Education
Authors: Greenwood Charles R. , Abbott Mary
Published: November 2009

In the last 100 years, research discoveries and new knowledge have transformed the lives of many around the world. Special education research has provided equally startling advances leading to improved practices that have dramatically improved the lives, learning, and competencies of persons with and without disabilities. Common to research in all disciplines is the gap between initial discoveries and their becoming a part of routine practices. However, unique to special and general education research are the separateness of the research and practice communities, the limited relevance of educational research, the failure to articulate manageable research-validated interventions, and the weak opportunities for professional development. These are among the primary reasons that explain the current gap between research and practice in special education. Implications and solutions are discussed.
The Research to Practice Projects: Lessons Learned About Changing Teacher Practice
Authors: Boudah Daniel J. , Logan Kent R. , Greenwood Cbarles R.
Published: November 2009

In this paper, we present a synthesis of the most valuable lessons learned from five OSEP-funded, directed-research projects as a contribution to the collective understanding of the field of special education about how to influence the educational practices of teachers through research and, ultimately, impact student outcomes. We also discuss the implications of the lessons for improving the quality of professional development for teachers.
Are Future Teachers Aware of the Gap Between Research and Practice and What Should They Know?
Authors: Greenwood Charles R. , Mabeady Larry
Published: November 2009

While many in education are aware of the gap between research and practice, one might wonder if preservice teachers in general and special education are aware that a gap exists in their chosen profession? What should teachers, parents, and policy makers expect of educational research? What are the professional contexts for the use of research in education and how do these professional contexts differ from those in impressively effective professions. Lastly, what should all teachers know about the difference between research and craft knowledge of teaching? These and related questions are addressed in the following paper. Implications are discussed.
Effects of Modeling on Attitudes and Perceptions of Preservice Special Education Teachers
Authors: Allinder Rose M.
Published: November 2009

The current study examined the effect of modeling instructional strategies in an introductory class for preservice special education teuchers. Participants' attitudes toward various instructional strategies with regard to their own learning and their perceptions of instructional strategies to use with teaching students with exceptionalities were examined. Results indicated that attitudes and perceptions of preservice special educators were positively affected by the instructor's modeling of certain strategies.
Supporting General Educators' Inclusive Practices
Authors: Coombs-Richardson Rita , Mead Jean
Published: November 2009

The article describes a project funded by a state grant and implemented at Southeastern Louisiana University. Project Inclusion provided financial support for general educators willing to participate in three university credit courses to acquire information and strategies for teaching students with disabilities. The three courses included instruction in collaboration techniques, curricular modifications, and behavior management strategies. In addition to increasing knowledge in special education issues and practices, the data indicated an increase in an accepting attitude toward inclusion and a willingness to collaborate with other professionals.
Report of the Wingspread Conference: Preparing Teachers to Work with Diverse Learners
Authors: Dieker Lisa , Voltz Deborah , Epanchin Betty
Published: November 2009

The need to enhance our efforts in preparing teachers for diversity is widely recognized across many educational fronts. Educational organizations with a vested interest in teacher preparation have mobilized to address this need. There are, however, few collaborative efforts across organizations to address this important task, The Wingspread Conference described in this paper was designed to be one step in the process of forging interorganizational alliances to promote teacher preparation for diversity. The goal of this conference was to establish a set of guiding principles and suggested actions that could be embraced and cooperatively supported by all participating organizations.
Addressing Theory Ethics, Power, and Privilege in Inclusion Research and Practice
Authors: Trent Stanley C. , Artiles Alfredo J. , Fitcbett-Bazemore Kimberly , McDaniel Linda , Coleman-Sorrell Araminta
Published: November 2009

In this article, we elucidate the complexities involved in serving economically disadvantaged culturally and linguistically diverse students with disabilities in inclusive settings. Moreover, we illustrate how cultural-historical activity theory can be used to study inclusion more substantively and to identify modes of discourse that might lead to more efficacious outcomes for culturally and linguistically diverse learners and their teachers. Throughout this discussion, we focus on ethics, power, privilege and how these concepts must be considered broadly and continually in order to promulgate more equitable and effective inclusive education practices. In addition, we provide implications for future practice, teacher education, and research,
Teacher Education Students with Disabilities: Participation and Achievement Factors
Authors: Papalia-Berardi Anne , Hughes Charles A. , Papalia Anthony S.
Published: November 2009

Students with disabilities are entering teacher education programs in expanding numbers; yet, they are experiencing varying degrees of success. Factors impacting students' with disabilities participation and achievement in teacher education programs are presented and federal legislation affecting their involvement in teacher preparation programs is reviewed. Additionally, conditions affecting students' with disabilities admission, performance of essential teaching functions, accommodation provision, and accessibility in teacher education programs are examined. Issues involving basic skills competency testing, essential teaching function interpretation and performance, faculty attitude, and student self-advocacy skills are discussed. Recommendations for future research also are presented.
Beyond Textbooks: A Rationale for a More Inclusive Use of Literature in Preservice Special Education Teacher Programs
Authors: Morrison William E , Rude Harvey A.
Published: November 2009

The role of any teacher education program in the field of special education has been to prepare its graduates to become successful classroom teachers. Teacher education programs have constantly searched for the best available practices to educate future teachers. Historically, textbooks have been the predominant form of information dissemination within the university culture. The use of textbooks, bound by structure and limited by content, has narrowed the knowledge base that teacher education graduates bring to their role as practitioners. The purpose of this paper is to promote the increased use of literature in preservice special education teacher preparation programs to better prepare educators to serve individual learners with special education needs.
Planning and Delivery of Online Coursework in Special Education
Authors: Collins Belva C. , Schuster John W. , Ludlow Barbara L. , Duff Michael
Published: November 2009

Online instruction is a growing means of delivering coursework in special education programs, especially for distant students. As instructors in higher education begin to experiment and adopt this mode of delivery, issues in planning and delivery need to be considered. Based on the experiences of the authors and a review of the literature, this article addresses issues in three aspects of the planning and delivery of online content: (a) online support services, (b) technology assistance, and (c) course content. In addition, recommendations for administrators and instructors are offered.
Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment
Authors: Meyen Edward L. , Aust Ronald J. , Bui Yvonne N. , Isaacson Robert
Published: November 2009

E-learning has emerged as a form of pedagogy and as a delivery system with broad implications for meeting personnel needs nationally in special education. At present, it is important to make investments in research and development to ensure that this new pedagogy becomes fully developed and is appropriately applied. Assessment and monitoring of student progress in e-learning environments is an important element of this new form of pedagogy that requires research attention to maximize the effectiveness of e-learning when applied to teacher education. The authors draw upon their personal online teaching experience in addressing strategies for assessing student performance and using electronic portfolios in e-learning erevironments, both presented as integral aspects of e-learning instructional process. Perspectives from the literature and lessons learned from the authors are also shared.
Regular Classroom Teachers' Responses to Inappropriate Behavior of the Mainstreamed Handicapped Child
Authors: Alogoa Gregory F.
Published: November 2009

Regular class elementary teachers were assessed as to their responses to inappropriate behaviors of a mainstreamed handicapped child. Subjects were asked to respond to a brief scenario describing a misbehaving child who was either presented as a mainstreamed handicapped student or a nonhandicapped student. With the exception of the child's special education status, all other descriptive information on each target child was identical.

Data indicated that teachers' responses were significantly lower in each of the three areas examined when addressing the misbehavior of the handicapped child as opposed to misbehavior of a nonhandicapped child. When the child was handicapped, the regular classroom teacher was significantly more willing to (a ) use corporal punishment, i.e., spanking, (b ) have the child reassigned, and (c ) predict future academic failure.

Ramification of these findings on mainstreaming and teacher training are discussed.
Teachers' Opinions and Use of Academic Self-Control for Emotionally Handicapped Students
Authors: Hamilton Kent , Oseroff Andrew , Koorland Mark
Published: November 2009

Results of a survey of 84 teachers of the emotionally handicapped on their opinions about and use of academic self-control techniques are reported. No significant relationships between the respondents' professional background, school setting, or use and opinions about academic self-control were found. Self-selection of reinforcement is the most widely used self-control technique and self-evaluation is considered the most important of the academic self-control techniques. Overall, teachers reported very limited use of academic self-control techniques.
Teacher Attitudes and Expectations Regarding Mainstreaming of Handicapped Children
Authors: Stewart Frankie K.
Published: November 2009

The purpose of this study was to identify characteristics of regular class teachers who were willing to accept handicapped children into their classrooms. Seven variables were examined to determine if a relationship existed between each variable and willingness to integrate handicapped children. Two of the variables were determined to be significant. In addition to a positive relationship between willingness to integrate and special training or knowledge, a relationship existed between perception of disruptive behavior of mainstreamed children and willingness to integrate. Special interest was focused on the relationship between willingness to integrate and specialized training or knowledge. The results support the contention that willingness to integrate handicapped children into their classroom increased as regular class teachers received knowledge and training. Other studies lend support to this contention.
The Perceptions of Teacher Skills and Knowledge by Regular and Special Educators of Mildly Handicapped Students
Authors: Furey Eileen M. , Strauch James D.
Published: November 2009

A group of 109 regular elementary educators and 35 special educators completed the Teachers of the Mildly Handicapped Skill Survey. One-half of each group of teachers reacted to the survey in terms of their own abilities, while the other half was instructed to respond in terms of their perceptions of the skill level of the other group of teachers.

The results indicate that, while there is consonance between the self-perceived skills and knowledge of special educators and how regular educators view them, there is an apparent dissonance between how regular educators view themselves and special educators' perceptions of regular elementary teachers.
Salient Features of the Minicourse for Inservice Training
Authors: Gentry Ruben , Wen Shih-sung
Published: November 2009

Use of the minicourse to provide special and regular educators with inservice training for educating handicapped children is the focus of the article. In view of existing concerns and approaches for providing inservice training, a rationale is given for selection of the minicourse strategy. An empirical study was conducted using the minicourse to teach skills for coping with the handicapped. Results indicated a high level of competency attainment and positive changes in attitudes toward the handicapped on the part of the participants. It is evident that the minicourse is both appealing and functional for providing school personnel with inservice training. Planning, implementation, and evaluation procedures for the minicourse are delineated.
Personnel Preparation for the Learning Disabled Adolescent
Authors: Houck Cherry , Geller Carol H.
Published: November 2009

The Statewide Personnel Preparation Project was designed to provide training and on-going support for teachers of learning disabled adolescents. Conceptually, the preparation model consists of four major components. They are (a ) a summer institute addressing the nature and needs of learning disabled adolescent, (b ) a full-year follow-through directed study program, (c ) a four-activity technical assistance program, and (d) a preservice component. Together, the first three components permit an immediate upgrading of current educational programs for the learning disabled adolescent via a carefully planned sequence of inservice training activities and support systems for secondary teachers. Curricula modifications in the preservice program will enable future professionals to acquire both knowledge and experience necessary for effective programming at the secondary level as part of their overall preparatory experience. Apart from the current and projected statewide impact, it is anticipated that this project will result in a validated training model which is transportable totally or in parts for use in other SLD personnel preparation efforts.
Rural Special Education Teacher Training
Authors: Brady Michael P.
Published: November 2009

Special educators in the Pacific territories have been engaged in teacher training since the inception of special education in 1967. The lack of qualified Pacific Islanders has demanded that services be obtained by various methods, including short- and long-term consultants, on-staff trainers, master teachers, and Peace Corps volunteers. Not all of the arrangements have been successful. Like many rural and isolated areas on the U.S. mainland, the Pacific territories have only recently begun comprehensive, long-range planning for personnel development that is sensitive to unique regional variables. This paper will examine a number of those variables in the Pacific basin and present a paradigm for educators involved in special education personnel preparation in similar isolated areas.
Special Educators' Perceptions of Their Roles as Consultants
Authors: Aloia Gregory F.
Published: November 2009

Special educators serving as resource room teachers were queried as to their perceptions of their abilities to work as consultants to regular classroom teachers. In five of the seven areas examined, there was a significant difference between perceived confidence and competence by the special educator in the role of a consultant to the regular classroom teacher and in the role of resource room teacher. Discussion centers on these five areas and their impact on future inservice and preservice training efforts.
Teacher-Handicapped Child Classroom Interactions
Authors: Gable Robert A. , Hendrickson Jo Mary , Shores Richard E. , Young Clifford C.
Published: November 2009

Traditionally, teachers in preservice special education have been trained according to categories of exceptionality or handicapping condition. Advocates of an emerging noncategorical approach argue that (a ) categories are not educationally relevant, (b ) categorical groupings overlap with individual differences, and (c ) diagnostic labels can lead to negative and stereotypic perceptions of exceptional learners. The present study represents an effort to provide empirical data to clarify the relationship between teacher behavior and pupil categories of exceptionality. Two specific hypotheses were examined. First, is there a relationship between teacher-pupil interactions and category of exceptionality or type of teacher traininglexperience? Second, is there a relationship between teacher planning behavior and pupil categories of exceptionality or type of teacher training/ experience? Sixty-eight teachers of learning disabled/behavior disordered and mentally retarded pupils were observed during direct instruction and participated in structured interviews to answer the above questions. Results indicate that there are few differences in interactions between teachers of the learning disabled/behavior disordered and teachers of the mentally retarded and their pupils. Results also indicate that there are few differences between those two groups of teachers with respect to ways in which they plan for direct instruction. Findings of this study support the opinion that teacher competencies should relate directly to specific instructional problems rather than emphasize categorical labels or deficits attributed to child categories.
Specialized Instruction
Authors: Blankenship Colleen S. , Johnson Lawrence J.
Published: November 2009

A 3-year follow-up of graduates of the Specialized Instruction (SI) program was conducted. The purpose of the study was to determine graduates' and principals' perceptions of the effectiveness of the program in preparing regular educators to teach handicapped students. Evaluation information was obtained through questionnaires sent to 21 graduates of the 1979 class of SI students and their principals 1 year after graduation. The survey was repeated 2 years later as graduates were completing their 3rd year of teaching. The results indicated that graduates rated the skills stressed in the program as being important, they felt competent in applying those skills, in their classrooms, and they attributed the development of their competence to teach handicapped students to the program. Principals rated SI graduates higher than other regular classroom teachers with equal years of experience on ability to teach handicapped students. Three years following graduation, graduates reported that they continued to use several skills stressed in the program. Graduates' recommendations concerning shifts in training emphasis are discussed. Finally, implications forpreparing regular educators to teach handicapped students are presented.
Placement Dilemmas for Preservice Special and Regular Class Teachers
Authors: Minner Sam , Mitchell Janet
Published: November 2009

Preservice special and regular class teachers read a descriptive vignette of a hypothetical placement meeting. Subjects were asked to assume that the student being discussed was handicapped and, therefore, eligible for placement in a special program, but that all such programs were filled with the legal limit of students. Subjects then completed a short questionnaire assessing their placement recommendations and the impact of a recommendation to place the student in a special class. Results revealed that preservice special educators were more willing to recommend special class placement than were preservice regular teachers. Over 20% of the special teacher trainees and over 27% of the preservice regular class teachers felt they would be verbally reprimanded formaking a supportive placement recommendation under these special circumstances. Few subjects from either group feared loss of their jobs should a supportive recommendation be made. Implications for teacher training and additional study are drawn.