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Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien 2011 Wright State University

Preparing For Secondary Inclusion: What Educators Can Learn From Parents Of Students With Disabilities, Denise Ousley, Chris O'Brien

Electronic Journal for Inclusive Education

As part of a movement toward collaboration between general and special education teacher preparation, the authors met with focus groups including parents of teenagers with disabilities, English and special education teachers, and pre-service teachers from both programs. Some of our most relevant findings sprang from conversations with parents whose children were placed in inclusive settings. The issues that surfaced highlight several issues relevant to teacher development and support. Most remarkable is the clarification that there are two worlds of education: school for the masses and school for the exceptions. The purpose of this article is to present what we learned ...


A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco 2011 University of Nebraska-Lincoln

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Educational Administration: Theses, Dissertations, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of ...


Who Cares? Exploring Student Perspectives On Care Ethics, Kelly A. Concannon Mannise 2011 Noca Southeastern University

Who Cares? Exploring Student Perspectives On Care Ethics, Kelly A. Concannon Mannise

The Journal of the Assembly for Expanded Perspectives on Learning

Care ethics are influenced by conflicts between crafted theories and how students read those theories in practice.


Book Reviews, Judy Halden-Sullivan, Julie J. Nichols, Mary Pettice 2011 University of Tennessee, Knoxville

Book Reviews, Judy Halden-Sullivan, Julie J. Nichols, Mary Pettice

The Journal of the Assembly for Expanded Perspectives on Learning

Book Reviews

Judy Halden-Sullivan - Evolution and Criticism

Julie J. Nichols - Boyd, Brian. On the Origin of Stories: Evolution, Cognition, and Fiction. Cambridge: Belknap Press of the Harvard University Press, 2009.

Julie J. Nichols - Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. Columbus: Ohio State University Press, 2006

Mary Pettice - Dutton, Denis. The Art Instinct: Beauty, Pleasure, and Human Evolution. 2nd edition. New York: Bloomsbury Press, 2010. Print.


Perfect, Helen Collins Sitler 2011 Indiana University of Pennsylvania

Perfect, Helen Collins Sitler

The Journal of the Assembly for Expanded Perspectives on Learning

Perfectionism can be a form of trauma that composition instructors should be aware of in some high-achieving students.


Notes From Teaching At The Ends Of The Earth, Colette Morrow 2011 NWSA Journal

Notes From Teaching At The Ends Of The Earth, Colette Morrow

The Journal of the Assembly for Expanded Perspectives on Learning

Third-world teaching enables one feminist instructor to revitalize her instruction in American universities.


Jaepl, Vol. 17, Winter 2011-2012, Joona Smitherman Trapp, Brad Peters 2011 Waynesburg University

Jaepl, Vol. 17, Winter 2011-2012, Joona Smitherman Trapp, Brad Peters

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Cristina Bruns - Immersion, Transformation, and the Literature Class

Anne DiPardo - My Kanawha

Kelly A. Concannon Mannise - Who Cares? Exploring Student Perspectives on Care Ethics

Kym Buchanan & Perry Cook - Playing the Believing Game with Dr. Seuss and Reluctant Learners in Science

Elizabeth Woodworth - Being the Unbook, Being the Change: The Transformative Power of Open Sources

W. Keith Duffy - Suffering and Teaching Writing

Helen Collins Stitler - Perfect

Nikki Holland, Iris Shepard, Christian Z. Goering, & David A. Jolliffe - We Were the Teachers, Not the Observers: Transforming Preparation through Placements in a Creative, After-School Program

S. Rebecca Leigh - Re-Seeing Story through Portal Writing ...


Immersion, Transformation, And The Literature Class, Christina Vischer Bruns 2011 Chapman University

Immersion, Transformation, And The Literature Class, Christina Vischer Bruns

The Journal of the Assembly for Expanded Perspectives on Learning

“Transitional space” helps teachers understand how a reader’s transformation happens, and why it is valuable.


Re-Seeing Story Through Portal Writing, S. Rebecca Leigh 2011 Oakland University, Michigan

Re-Seeing Story Through Portal Writing, S. Rebecca Leigh

The Journal of the Assembly for Expanded Perspectives on Learning

Findings suggest that portal writing can be used as an effective tool for helping young students focus and revise their narrative work.


The Response To Intervention (Rti) Decision Making Process For English Language Learners (Ells): Three Elementary School Case Studies, Amy Marie Eppolito 2011 University of Colorado at Boulder

The Response To Intervention (Rti) Decision Making Process For English Language Learners (Ells): Three Elementary School Case Studies, Amy Marie Eppolito

School of Education Graduate Theses & Dissertations

This present study investigated the RTI decision-making process for ELLs at three elementary schools using cultural historical activity theory (CHAT) as a framework. The schools were selected for their reputation in implementing effective RTI models for ELLs. Over the course of four months I conducted observations of RTI meetings and grade level meetings, interviewed the professionals involved in decision-making, and analyzed the documents utilized in the RTI process to better understand decision making for ELLs. Overall, the study found that these schools were still transitioning away from a deficit paradigm, implying a need for more comprehensive professional development around RTI ...


Teacher Efficacy, Job Satisfaction, And Alternative Certification In Early Career Special Education Teachers, Brenda C. Voris 2011 University of Kentucky

Teacher Efficacy, Job Satisfaction, And Alternative Certification In Early Career Special Education Teachers, Brenda C. Voris

University of Kentucky Doctoral Dissertations

The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues.

The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of ...


A Case Study Of The Effects Of A School-Based Wraparound Approach On Students With Behavioral Difficulties, Jennifer Mills James 2011 Loyola University Chicago

A Case Study Of The Effects Of A School-Based Wraparound Approach On Students With Behavioral Difficulties, Jennifer Mills James

Dissertations

The purpose of this study was to investigate the effects of wraparound services on students' classroom behavior, social behavior, emotional functioning, and academic skills. As a philosophy and a process, wraparound services support the student, family, and teachers by organizing and blending natural supports, interagency services, and behavioral and academic interventions in the schools. Through the Illinois Positive Behavior Interventions in the Schools (IL-PBIS) Network, the schools selected for this study have been supported in implementing school-wide preventions and interventions, targeted interventions with small groups of students not responding to school wide supports, and intensive interventions with students with the ...


Limited English Proficient Mothers' Perceptions Of The Transition Process From Early Intervention Programs To Preschool Programs: Cultural And Linguistic Barriers, Celia Arresola 2011 Loyola University Chicago

Limited English Proficient Mothers' Perceptions Of The Transition Process From Early Intervention Programs To Preschool Programs: Cultural And Linguistic Barriers, Celia Arresola

Dissertations

This study explored the satisfaction level of limited English proficient (LEP) mothers with the transition process from early intervention programs to preschool special education programs in a culturally and linguistically diverse Illinois public school district. The research focused on understanding if LEP parents of students with disabilities perceived that their own cultural and linguistic diversity affected the overall transition process. It also reviewed the mothers' perceptions about the cultural and linguistic considerations provided to them during the transition process, including the provision of translated materials and interpreters during meetings. The research indicated the level of satisfaction experienced during the transition ...


Global Influences And Resistance Within: Inclusive Practices And South Africa's Apartheid Government, Jean Marie Fagin 2011 Loyola University Chicago

Global Influences And Resistance Within: Inclusive Practices And South Africa's Apartheid Government, Jean Marie Fagin

Master's Theses

South Africa's racially segregating apartheid government officially lasted for over forty years, from 1948 to 1994. Black South Africans were the victims of established oppression resulting in poverty, poor health care, and limited educational opportunities. Black South Africans with disabilities faced even greater exclusion from society due to their physical and cognitive challenges. Education for black students was neither compulsory nor free, and few black students with disabilities received services.

During the apartheid regime (1948-1994), disability issues were being address globally. The United Nations issued declarations, conventions, and a programme of action devoted to people with disabilities. In the ...


"They Need To Understand How To Educate Her": The Parent Experience In Special Education, Michelle Harvey 2011 Claremont McKenna College

"They Need To Understand How To Educate Her": The Parent Experience In Special Education, Michelle Harvey

CMC Senior Theses

This study attempted to improve upon previous qualitative research by conducting a large scale, quantitative study on the parental experience in special education. 76 parents of children receiving special education services were surveyed regarding their communication with school personnel, the focus of their child’s education, involvement in the IEP meeting, and satisfaction. It was found that parental perception of involvement did not predict active IEP involvement, more communication with school personnel, more satisfaction with services received, or the belief the child is benefiting. An active role in the IEP meeting, though, did predict more satisfaction with the last IEP ...


Front Matter, 2011 University of Tennessee, Knoxville

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's message.


My Kanawha, Anne DiPardo 2011 University of Colorado, Boulder

My Kanawha, Anne Dipardo

The Journal of the Assembly for Expanded Perspectives on Learning

A longtime English educator revisits James Moffet’s notion of “agnosis” as she discovers her West Virginia ancestry.


Playing The Believing Game With Dr. Seuss And Reluctant Learners In Science, Kym Buchanan, Perry Cook 2011 University of Wisconsin, Stevens Point

Playing The Believing Game With Dr. Seuss And Reluctant Learners In Science, Kym Buchanan, Perry Cook

The Journal of the Assembly for Expanded Perspectives on Learning

Dr. Seuss’ Green Eggs and Ham offers insights for teachers trying to overcome learners’ reluctance.


Being The Unbook, Being The Change: The Transformative Power Of Open Sources, Elizabeth D. Woodworth 2011 Auburn University, Montgomery

Being The Unbook, Being The Change: The Transformative Power Of Open Sources, Elizabeth D. Woodworth

The Journal of the Assembly for Expanded Perspectives on Learning

A director of composition tests and advocates “open education sources” for the development of curricula and programs.


Suffering And Teaching Writing, W. Keith Duffy 2011 Pennsylvania State University

Suffering And Teaching Writing, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

How can spiritual texts help us respond to the burn-out we sometimes experience in our roles as literacy teachers?


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