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Book part
Publication date: 23 September 2009

Kelley S. Regan, Thomas E. Scruggs and Margo A. Mastropieri

This chapter provides a descriptive review of recent intervention research practices intended to improve the literacy skills of students with emotional or behavioral disabilities…

Abstract

This chapter provides a descriptive review of recent intervention research practices intended to improve the literacy skills of students with emotional or behavioral disabilities (EBD). A systematic search procedure identified 21 investigations that had been published in the past five years. These studies are described within the categories of peer-mediated literacy interventions, reading interventions, and writing interventions. Generally, it has been found that such practices as peer mediation, direct instruction (DI), cognitive text mapping, and writing strategy instruction including the Self-Regulated Strategy Development (SRSD) model have led to substantial improvement in the literacy skills of students with EBD. These strategies were apparently successful because they served generally to focus student attention and to provide cognitive models for executing literacy tasks. Implications for practice and future research are provided.

Details

Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

Book part
Publication date: 3 June 2008

Margo A. Mastropieri, Nancy Morrison, Thomas E. Scruggs, Bob Bowdey and Terry Werner

This chapter reviews findings from the literature on the use of cohort programs in personnel preparation programs. Twenty-four investigations examining cohorts in higher education…

Abstract

This chapter reviews findings from the literature on the use of cohort programs in personnel preparation programs. Twenty-four investigations examining cohorts in higher education were identified: fourteen studies examined elementary, middle, or secondary education programs; seven studies described special education programs; and three described educational leadership cohort programs. Findings support the use of cohorts across special education, general education, and educational leadership personnel preparation programs. Reported positive benefits included social-emotional support, improved collaboration, communication, academic support, and reduced attrition. However, several studies also revealed unintended negative consequences. Such unintended consequences included negative interpersonal conflicts, development of cliques, and conflicts between students and faculty. Findings are discussed for future research and practice.

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Personnel Preparation
Type: Book
ISBN: 978-1-59749-274-4

Book part
Publication date: 10 July 2006

Thomas E. Scruggs, Margo A. Mastropieri and Kimberly A. McDuffie

In recent years, there has been an extraordinary accumulation of qualitative research in special education. However, as yet, there has been little accumulation of the…

Abstract

In recent years, there has been an extraordinary accumulation of qualitative research in special education. However, as yet, there has been little accumulation of the understandings gained from these studies. This omission has important implications for knowledge development, the utilization of findings in practice, and providing implications for policy. In this chapter, we review and discuss perspectives and procedures from other fields with respect to aggregation of qualitative data. Additionally, we propose a specific method for the meta-synthesis of qualitative research in the area of special education. This synthesis would not be a numerical compilation of outcomes, as in traditional meta-analysis, but would treat individual research reports as “informants,” and employ procedures, such as analytic induction and the constant comparative method to develop higher understandings across individual cases. Such efforts are thought to be essential to reaching higher analytic goals and also to enhancing the generalizability of qualitative research. It is argued that meta-synthesis efforts could do much to promote the impact of the shared understandings gained from individual qualitative research efforts.

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Applications of Research Methodology
Type: Book
ISBN: 978-0-76231-295-5

Book part
Publication date: 30 October 2001

Margo A. Mastropieri, Thomas E. Scruggs, Kathy Klingerman, Lisa Mohler, Tara Jeffs, Richard Boon and John Castellani

This paper presents the results of an investigation conducted to determinethe effects of implementing technology to facilitate written communication for students with learning…

Abstract

This paper presents the results of an investigation conducted to determinethe effects of implementing technology to facilitate written communication for students with learning disabilities and other special needs. The technology was used for several purposes. First, it was used to establish whether a mentor relationship could be established between a university student majoring in education with students with disabilities. Second, it was used to evaluate whether students with disabilities writing would improve because of the additional practice writing e-mail notes back and forth to the university student. Analysis of results suggests that both quantitative and qualitative improvements were made in written communication as a consequence of the e-mail mentor project. Implications for future research and practice are discussed.

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Technological Applications
Type: Book
ISBN: 978-1-84950-119-4

Book part
Publication date: 1 August 2004

Abstract

Details

Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

Book part
Publication date: 1 August 2004

André A Nougaret, Thomas E Scruggs and Margo A Mastropieri

This chapter provides a comprehensive review of research literature on teacher licensure and teacher competence. Since little research is available on teachers of students with…

Abstract

This chapter provides a comprehensive review of research literature on teacher licensure and teacher competence. Since little research is available on teachers of students with learning and behavioral disabilities, a review of the general education literature is undertaken to provide implications for research in special education. Finally, a review of a recent study of special education teachers is provided. Implications are drawn for both elementary and secondary teachers of students with learning and behavioral disabilities.

Details

Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

Book part
Publication date: 22 February 2010

Margo A. Mastropieri, Thomas E. Scruggs, Yojanna Cuenca-Sanchez, Nancy Irby, Sara Mills, Linda Mason and Richard Kubina

An exploratory study was undertaken to examine the implementation of strategy instruction in persuasive writing with a class of 10 adolescent students with severe…

Abstract

An exploratory study was undertaken to examine the implementation of strategy instruction in persuasive writing with a class of 10 adolescent students with severe emotional/behavioral disabilities (EBD). Several learner characteristics were observed to interact with curriculum and instructional variables. Modifications were made, on an ongoing basis, to respond to these student characteristics. After approximately four months of instruction, findings indicated that all students had mastered the components of effective persuasive essay writing, and performed competently on criterion writing measures, greatly different from performance at the beginning of instruction. Although the design of this investigation does not allow for definitive causal explanations, insights were gained regarding the interaction between EBD characteristics and strategy instruction. Implications for further research are discussed.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 1 April 2011

Margo A. Mastropieri, Thomas E. Scruggs, Nicole Conners, Mary Kealy, Nancy Morrison, Tina Diamond and Terry Werner

Findings are presented from a cohort program between a university and local school districts to prepare special-education personnel. Participants (N=164), who were from 15…

Abstract

Findings are presented from a cohort program between a university and local school districts to prepare special-education personnel. Participants (N=164), who were from 15 different cohorts, responded to an online survey. Follow-up face-to-face interviews were conducted with a representative sample of 29 participants. Perceived benefits included improved social-emotional and academic support; improved pedagogical skills, including academic and behavioral strategies, collaboration, and feeling more acculturated to the school climate; and improved logistical and financial supports. Implications for use of cohorts in the preparation of special-education personnel are discussed.

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Assessment and Intervention
Type: Book
ISBN: 978-0-85724-829-9

Content available
Book part
Publication date: 22 February 2010

Abstract

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Content available
Book part
Publication date: 23 September 2009

Abstract

Details

Policy and Practice
Type: Book
ISBN: 978-1-84855-311-8

21 – 30 of 150