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2. Keeping Everyone on the Same Page: Using Common Case Studies across Programs.

Author

Glomb, Nancy

Abstract

This paper describes a project that examined the use of common case studies across undergraduate special education, psychology, sociology, and health sciences classes to promote a common understanding of the needs of students with learning and behavior problems and to encourage cross-disciplinary collaboration among future school professionals. During the project, participating instructors met prior to the beginning of each quarter to determine which courses within the participating departments or programs offered the best "blend." The syllabi for the courses were reviewed to determine where in the quarter the case studies would be presented and participating instructors met again to share cases that might lend themselves to specific course objectives. Once the case was chosen, each instructor suggested additions and subtractions to provide enough information for their discipline-specific questions. When the case study was sufficiently multidimensional, each instructor contributed one discipline-specific question that students were required to address and presented the case to his or her class. In addition to answering discipline-relevant questions, students were given the opportunity to participate in cross-disciplinary, problem-solving meetings. Future project goals are identified and a post-collaboration evaluation form is attached. (Contains 17 references.) (CR)

Published
1997

3. Do Social Skills Programs Accommodate Cultural Diversity? A Review of Secondary Curricula.

Author

Glomb, Nancy

Abstract

This review examined the extent to which commercially available social skills curricula designed for adolescent populations (including those with learning and behavior problems) accommodate cultural diversity. Introductory material discusses the need for culturally responsive teaching in social skills training. The study reviewed 11 curricula, and tables present a summary of each program and a comparison of the programs relative to 23 evaluative questions concerning culturally responsive teaching. The paper concludes that most commercially available social skills curricula for use with this population do not include many of the procedures considered to be important components of culturally responsive teaching. (Contains 55 references.) (DB)

Published
1996

5. The Learning Leaders Mentoring Program for Children with ADHD and Learning Disabilities

Author

Glomb, Nancy K., Buckley, Leigh D., and Minskoff, Esther D.

Abstract

Strong, supportive, mentoring relationships between adults and children at risk for social and academic failure have been associated with improvements in academic performance, school attendance, and self-image. One of the variables associated with strong, supportive, mentoring relationships is the practice of matching children with adult mentors on the basis of similar personal traits. In this article, the authors describe the development and implementation of a school-based mentoring program in which children and youth with learning disabilities and attention problems are matched with university students who have experienced similar challenges. The authors also discuss the personal experiences of the university student who inspired this program.

Published
2006

6. If It Takes Two to Tango, Then Why Not Teach Both Partners To Dance? Collaboration Instruction for All Educators.

Author

Hudson, Pamela and Glomb, Nancy

Abstract

Suggests guidelines and strategies to help teacher preparation programs move toward collaborative instruction for regular and special education teachers. Offers instructional procedures and suggestions for what to teach, as well as an overview of factors that influence the implementation of collaboration instruction for all educators. (Author/CR)

Published
1997

8. Resource Room Teachers' Use of Strategies that Promote the Success of Handicapped Students in Regular Classrooms.

Author

Glomb, Nancy K. and Morgan, Daniel P.

Abstract

Resource room teachers (n=878) indicated their extent of use of 19 strategies associated with promoting the success of mainstreamed handicapped students and indicated barriers to effective service delivery. Teachers attached a high degree of importance to use of the strategies, but reported only moderate use. (Author/JDD)

Published
1991

9. Teaching Behaviorally Disordered Adolescents to Use Self-Management Skills for Improving the Completeness, Accuracy, and Neatness of Creative Writing Homework Assignments.

Author

Glomb, Nancy and West, Richard P.

Abstract

This study evaluates a self-management procedure for teaching adolescents with learning and behavior problems (BP) to improve completeness, accuracy, and neatness of creative writing homework assignments. Students were taught behavior change fundamentals, self-instruction, and how to set and work toward goals. Results from two BP high school students indicated success. (Author/PB)

Published
1990

10. The USU Mild/Moderate Distance Degree and Licensure Program: Where We’ve Been and Where We’re Going

Author

Glomb, Nancy K., Lignugaris/Kraft, Benjamin, and Menlove, R. R.

Subjects
mild/moderate distance degree, ComputingMilieux_THECOMPUTINGPROFESSION, Special Education and Teaching, ComputingMilieux_COMPUTERSANDEDUCATION, USU, licensure program, Education
Abstract

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University.

Published
2009

11. Special Education

Author

Mason, L. L., Glomb, Nancy K., Sebastian, J., and Grey House Publishing

Subjects
Special Education and Teaching, special education, Education
Published
2008

12. The USU Mild/Moderate Distance Learning Degree and Licensure Program: It’s All About Access

Author

Glomb, Nancy K., Menlove, R., and Jones, M.

Subjects
access, ComputingMilieux_THECOMPUTINGPROFESSION, Special Education and Teaching, distance learning, ComputingMilieux_COMPUTERSANDEDUCATION, USU, mild/moderate, degree, licensure program, Education
Abstract

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/ moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded to other areas of the state in an effort to provide accessibility to qualified individuals for whom financial and family obligations preclude their ability to enroll in and attend a traditional campus-based program. Currently, 108 individuals have graduated from the program and are employed in 27 Utah school districts. In this article, the authors discuss the development of the distance program over the past decade, what worked, and future directions in distance education delivery at Utah State University.

Published
2004

19. Lesson 4: Academic Self-Management

Author

Glomb, Nancy K. and Sopris West

Subjects
academic self-management, Special Education and Teaching, Education
Published
1991

23. Collaborative Elementary Teaching/Collaborative Secondary Teaching/Collaborative Teaching Casebooks (Book Reviews).

Author

Glomb, Nancy

Subjects
COLLABORATIVE Elementary Teaching (Book), COLLABORATIVE Secondary Teaching (Book), COLLABORATIVE Teaching Casebooks: Facilitator's Guide (Book)
Abstract

Reviews the books `Collaborative Elementary Teaching: A Casebook for Elementary Special and General Educators,' by K.C. Harris, `Collaborative Secondary Teaching: A Casebook for Secondary Special and General Educators,' by K.C. Harris and M.J. Smith, and `Collaborative Teaching Casebooks: Facilitator's Guide,' by K.C. Harris.

Published
1999
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24. Cooperative Teaching (Book).

Author

Glomb, Nancy

Subjects
*TEACHING
Abstract

Reviews the book 'Cooperative Teaching: Rebuilding the Schoolhouse for All Students,' by Jeanne Bauwens and Jack J. Hourcade.

Published
1996
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