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21 – 30 of 196
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.

Details

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

Book part
Publication date: 2 July 2003

Thomas E Scruggs and Margo A Mastropieri

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion…

Abstract

This chapter reviews problems in the identification of learning disabilities, with particular reference to issues involving discrepancy between IQ and achievement as a criterion for definition. Alternatives to present procedures for identification of learning disabilities are described. It is concluded that no presently proposed alternative meets all necessary criteria for identification of learning disabilities, and that radically altering or eliminating present conceptualizations of learning disabilities may be problematic. The major problems of identification of learning disabilities – including over-identification, variability, and specificity – can be addressed, it is suggested, by increasing specificity and consistency of state criteria and strict adherence to identification criteria on the local implementation level. However, further research in alternative methods for identifying learning disabilities is warranted.

Details

Advances in Learning and Behavioral Disabilities
Type: Book
ISBN: 978-0-76231-029-6

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.

Details

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

Book part
Publication date: 8 August 2005

Margo A. Mastropieri, Thomas E. Scruggs and Janet E. Graetz

The purpose of this investigation was to compare outcomes associated with peer tutoring vs. teacher-directed instruction for secondary level students with mild disabilities in…

Abstract

The purpose of this investigation was to compare outcomes associated with peer tutoring vs. teacher-directed instruction for secondary level students with mild disabilities in inclusive chemistry classes. Thirty-nine students of whom 10 were classified with disabilities participated in a 9-week chemistry unit, under either experimental or traditional instruction conditions. The same co-teachers, including one chemistry and one special education teacher during the regularly assigned chemistry classes, taught both classes. The students in the experimental condition participated in classwide peer tutoring of important content required on statewide high stakes testing. Mnemonic and other verbal cues were included to facilitate verbal recall, and peer questioning provided for comprehension and elaboration of the concepts. Post-tests revealed that students in the tutoring condition outperformed students in the traditional condition, and that the gains of the students with learning disabilities descriptively exceeded those of the typically-achieving students. Students without learning disabilities outperformed students with learning disabilities, and students scored higher on factual items than on comprehension items. Implications for instruction and future research are discussed.

Details

Cognition and Learning in Diverse Settings
Type: Book
ISBN: 978-1-84950-353-2

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.

Details

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

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: 10 July 2006

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

Single subject research has long been employed to evaluate intervention effectiveness with students with learning or behavioral disabilities. Typically, the results of single…

Abstract

Single subject research has long been employed to evaluate intervention effectiveness with students with learning or behavioral disabilities. Typically, the results of single subject research are presented on graphic displays and analyzed by a method of visual inspection, in which analysts simultaneously consider such data elements as level change, slope change, and variability in baseline and treatment data. However, over the years several concerns regarding visual inspection have emerged, including relatively low inter-rater reliabilities. This chapter reviews the arguments in favor of visual inspection as an analytic tool, and also summarizes the arguments favoring statistical analysis of single case data. The use of randomization tests is recommended, and an example is provided of its use in research with students with learning and behavioral disorders.

Details

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

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

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 196