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In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, such as edTPA, that provide data-based evidence that their candidates are ready to teach upon program completion. Furthermore, in response to new accreditation standards for teacher training programs established by the Council for Accreditation of Educator Preparation, colleges of education are now required to demonstrate enduring and mutually beneficial partnerships with K-12 partners. Given the influence of the K-12 cooperating teacher (CT) on candidate classroom practice, providing professional development (PD) to CTs on edTPA represents a possible means of accomplishing both goals. This study examined the impact of an edTPA PD workshop designed specifically for CTs on CT practice and candidate edTPA scores. Results suggest that candidates placed with CTs who have received edTPA PD can benefit from increased CT knowledge about the edTPA assessment. Keywords student teaching, performance assessment, preservice teacher education, accountability, In a time of instructional reform and increased teacher accountability in the United States, schools and school districts have faced increasing pressure to demonstrate that their teachers make a positive [...]

Many studies have documented small negative relationships between teacher absences and student achievement. The purpose of our research was to explore relationships between teacher absences and student achievement in a large urban school district in the southeastern United States. The work emerged from a question directed to the Accountability Office by a member of the School Board. This study is unique in that both school-level and teacher-level teacher absences were used to predict student academic achievement. The results are mixed: In schools where average teacher absences were low, individual teacher's absence was statistically and negatively associated with student achievement; however, this effect was washed out in schools where the average teacher absences were high. Our findings blend nicely with those targeting factors of potential impact in predicting achievement across schools., Educators, policy makers, and the general public have a longstanding interest in teacher absenteeism and its relationship to student achievement (Allen, 1983; Caruso, Cassel, & Blumsack, 2009; Clotfelter, Ladd, & [...]

This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and personnel supports, procedures for ensuring strong implementation with fidelity, procedures for student progress monitoring, and guidelines for instructional decision making. Early literacy skill outcomes for students were the primary dependent measures in reading; schoolwide office discipline referral rate was the dependent measure in behavior. Significant improvement was evident in phoneme segmentation and nonsense word fluency in reading and significant decreases were documented in office discipline referrals across treatment and comparison schools. Significantly higher outcomes were also recorded on required statewide end-of-grade assessments in treatment schools. Implications and caveats concerning effective implementation of the model in other settings are provided. The article emphasizes that changing schoolwide reading and behavior risk requires effective intervention, instruction, and support in both areas., School administrators face daily and continuous challenges in efforts to establish and maintain safe and orderly classroom environments where teachers can teach and students can learn (Algozzine & Algozzine, 2009; [...]

In recent years, literacy coaches have emerged as an integral part of a school's literacy team. Although current research on literacy coaching examines the work of coaches at the elementary [...]

Abstract. Reading problems are among the most prevalent concerns in schools; poor readers in elementary school who do not receive special assistance are particularly at risk for dismal academic careers. [...]

Abstract We evaluated a large-scale reform program with emphasis on curriculum-based instruction, ongoing progress monitoring, and systematic and continuing professional development. The design of the study included pre-, post-, and [...]

Self-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 1O0%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.

Block scheduling is the latest innovation that promises to result in significant reform in the American education system. A study is examined in which the need for in-service preparation for block scheduling, and the continued need for research into this type of reform, are discussed.

Multidimensional issues confront those who live in urban communities and, to a large extent, they are reflected in problems experienced by many urban learners. In schools, these concerns include consistently inappropriate identification, assessment, placement, and instruction as a result of racial cultural and socio-economic backgrounds. Identification, assessment, and instructional practices for urban students must be multidimensional to address individual differences and build self-concepts. The goal must be to maximize the fullest potential of students who look, behave, learn, and speak differently. In this article, we examine the issues faced by urban learners in general and special education programs. Specifically, we discuss traditional identification, assessment, and intervention concerns that consistently magnify difficulties of learners and suggest ways to ameliorate these problems., We live in two different Americas. In the ghetto, our laws are totally different, our language is totally different, and our lives are totally different. I've never felt American, I've [...]

Identifying students who are gifted has been grounded traditionally in criteria emphasizing unitary measure of intellectual ability, which has caused great concern for educators interested in identifying academic talent and potential in culturally and linguistically diverse students. Recently, multiple intelligences (MI) theory has been examined as an alternative perspective with promise for addressing concerns evident in groups identified using traditional methods. To date, research on the effectiveness of assessment practices grounded in MI theory has been sparse. The purpose of this research was to describe the performance of elementary school children on an alternative screening measure designed for use in identifying students who are gifted. The Problem Solving Assessment procedure represented an application of MI theory, and decisions made using it were compared to those that would be made using a more traditional, unitary approach to identification. Positive relations were evident among scores for different types of intelligences and between them and the traditional measure. More importantly, different groups of students were identified using each approach, with a more diverse population generated with the Problem Solving Assessment procedure. The results are discussed with regard to ongoing practices and future directions in gifted education.

Purpose: This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach: An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project's eight standards and topics. Findings: Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as "very important" (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value: This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child's individual needs and differences for their relationships with children and families to thrive. [ABSTRACT FROM AUTHOR]

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes. [ABSTRACT FROM AUTHOR]

The body of knowledge on critical components of reading instruction is broad and deep with phonemic awareness, phonics, fluency, vocabulary, and comprehension serving as building blocks for literacy. The importance of fluent reading (i.e., with speed, accuracy, and proper expression, as well as comprehension) in the formula for success is widely accepted. The purpose of this study was to evaluate oral reading rates in a sample of 2nd-grade children. Using growth curve analysis, we identified models for a combined sample of at-risk and not-at-risk children. Large and important differences in oral reading were evident, but the growth rates remained the same throughout the 2nd- grade; in fact, the gap between at-risk and not-at-risk students remained constant. We discuss the implications of our findings for future research and the improvement of practice. [ABSTRACT FROM AUTHOR]

The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. All participants were enrolled in the same university and were similar across gender, age, ethnicity, and undergraduate educational experiences. The students in the yearlong internship reported a better relationship with their supervising teacher, greater knowledge of school policies and procedures, and higher scores for the perceived adequacy of time spent in school than did the students in the semester internship. The two groups did not differ in perceptions of their teaching ability, which were generally favorable. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences. [ABSTRACT FROM AUTHOR]

Many middle schools use the Web to disseminate and gather information. Online barriers often limit the accessibility of the Web for students with disabilities. The purpose of this study was to evaluate the accessibility of home pages of a sample of middle schools. The authors located 165 Web sites using a popular online directory and evaluated the sites for accessibility. A software program quantified the number of accessibility errors at each site. Most middle school home pages had accessibility problems, and the majority of them represented severe concerns that should be given a high priority for improvement. The good news is that the majority of the errors can easily be corrected. The work reflects a need for middle schools to continuously examine the accessibility of their home pages. Direction for improving accessibility is provided. [ABSTRACT FROM AUTHOR]

Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article. [ABSTRACT FROM AUTHOR]

Discusses the differences in the patterns of teaching and learning processes that emerged in a school where concepts of Total Quality Management (TQM) were formally adopted and supported by school administrators, teachers, parents and students. Essence of TQM; Organizational principles that comprise TQM; Improvements in classroom culture that may occur with the implementation of the Total Quality Education approach.

Self-determination (SD) has been a major topic in special education literature over the past 10 years, but research-based practices on SD for students with disabilities are still limited. This study was designed to examine 6 programs identified as placing a major emphasis on promoting SD with students with disabilities. Qualitative data were gathered to examine stakeholder perceptions of SD outcomes, describe promising practices for promoting SD, and identify conditions supporting and barriers inhibiting successful implementation of practices. Data were analyzed through a cross-case analysis and were represented as themes reflective of perceptions of program success, site characteristics, promising practices, and factors that supported and/or impeded implementation. Recommendations for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Schools are grounded in routine. From following a standard course of study to regularly monitoring progress, schooling requires stability. For many urban schools, the regularity of standard procedures is frequently upset by erratic patterns of student mobility. The purpose of this research was to evaluate relations between within district transfers and achievement among elementary schools in a large metropolitan system. Relations between school transfer rate and achievement were evaluated. Moderate to high negative correlations were indicated with significant differences in reading, mathematics, language and total achievement battery scores favoring schools with little or no student mobility. Implications are discussed with regard to policy changes and concern for reversing the negative effects of within district transfers on the lives of students who can least afford them. [ABSTRACT FROM PUBLISHER]

The article discusses the role of the regular education initiative (REI) as a "patent medicine" to students with behavioral disorders in special education. A patent medicine is a drug or other medical preparation that is protected by a patent and can be bought without a prescription. The authors believe that students with behavioral disorders are not an overidentified group in special education. They agree that the mainstream is most appropriate for many handicapped students although research clearly does not support the assertion that all students can be managed and taught effectively in regular classes. REI has the potential to polarize special education, alienate professionals, and stifle scientific inquiry.

The major criterion for classification systems is that students said to evidence any specific handicapping condition must demonstrate at least one universal and one specific characteristic. We conducted two investigations, using the category "learning disabilities" as an example, to examine the extent to which this criterion is met. In the first study, we demonstrated that 85% of 248 3rd-, 5th-, and 12th-grade students identified as normal could be classified as learning disabled. In a second investigation, we contrasted low-achieving students enrolled in regular fourth-grade classes with students labeled as learning disabled (LD). Analysis of these data indicated that 88% of the low-achieving sample could be identified as LD and that 4% of the LD sample did not meet any of the criteria for classification as LD. We found no specific characteristics that differentiated the groups. Implications for classification practices in general and for serving students who are failing in school are discussed. [ABSTRACT FROM AUTHOR]

School personnel from a variety of disciplines were provided selected referral information and allowed to review additional psychoeducational assessment information prior to making decisions regarding type of disability and type of special education placement for 16 children. Each professional was presented referral information about a child randomly selected from 16 possible cases. Additional assessment information could be selected from seven domains on 49 different devices. All psychoeducational results for all children were within normal limits. After having reviewed information about the child, participants were asked to make a series of placement decisions. Special education placements were recommended by 51% of the professionals. [ABSTRACT FROM AUTHOR]

Discusses the use of affinity diagrams as instructional tools in inclusive classrooms. Application of the principles of Total Quality Management in general education; Information on affinity diagram; List of instructional uses of affinity diagrams.

The article reports on the observation of the special education team decision-making process in the natural environment and the recording of both the extent and nature of participation by regular classroom teachers. The study examines the frequency of information elicited from or presented by regular education teachers. It seeks to find out what types of information are presented by teachers such as classroom observations and test scores. The relationship between the extent of teacher participation and teacher satisfaction with meeting outcomes is discussed.

The authors offer brief information on the recent issue of the "The Journal of Special Education." They notes that the issue was guest edited by Alfredo Artiles and Aydin Bal. They mention that the reports reflects an international focus on disproportionality and special education, and that the content is diverse and far reaching, with perspectives on culture, schooling, disproportionality, and family voices from different countries. They also mentions that the journal will also review high-quality research and conceptual papers focused on interventions and practices that improve the lives of individuals with specific disabilities as well as those with gifts and talents.

ABSTRACT With the growing number of resources on self-determination, teachers may find it difficult to locate the information that will be most useful for planning educational programs. This article provides a map for teachers to use in searching the self-determination literature to find usable ideas. This map includes two primary paths. The first leads through the conceptual literature to the destination of increasing understanding of self-determination. In following this path, teachers may locate information on the concept or on its specific components, such as choice making, problem solving, and self-advocacy, Examples include conceptual resources that may be especially useful for teachers, The map also points to pitfalls to avoid while gaining understanding of self-determination, such as assuming that everyone values the same adult outcomes. The second path travels through the intervention literature, including research studies, howto resources, and published curricula, and leads to designing self-determination instruction and environmental supports. Examples are offered from these resources on how teachers can develop Individualized Education Programs, identify teaching strategies, develop environmental support, and use the resources for personal development. [ABSTRACT FROM AUTHOR]