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1 – 10 of over 23000Jeremy Erickson and Carol Ann Davis
In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for…
Abstract
In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.
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Kristen D. Beach and Samantha A. Gesel
Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of…
Abstract
Assessment is at the core of high-quality education. When educators purposefully engage in assessment, the learning experiences and outcomes of all students, especially of students diagnosed with specific learning disabilities (SLDs), are improved. In this chapter, we discuss assessment as unfolding within a framework that includes purposes, processes, and tools of assessment existing in the educational context. We open the chapter with an explanation of this framework. Then, in Part 1, we review the construct of SLD and detail how assessment is used within prominent approaches to diagnosis. In Part 2, we discuss how assessment is used to inform instruction before and after diagnosis. We ground our discussion in a vignette that follows Tess, a student who, at the beginning of third grade, has undiagnosed SLD in the area of reading. We show how educators at Tess's school collaborate in the purposeful use of assessment to inform instruction before and after Tess's diagnosis of SLD, highlighting traditional and innovative assessment techniques along the way.
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Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.
Findings
The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
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Aki Jääskeläinen and Niklas Luukkanen
The purpose of this paper is to investigate how middle managers utilize performance measurement information in their work. More specifically, the study gives understanding on the…
Abstract
Purpose
The purpose of this paper is to investigate how middle managers utilize performance measurement information in their work. More specifically, the study gives understanding on the impact of performance measurement, policies and procedures (formal controls), and individual intuition and experiential knowledge (informal controls) on strategy implementation and decision making. The study also identifies hindrances to the use of measurement information.
Design/methodology/approach
The study is carried out as a semi-structured interview study in Finnish companies representing five industries and 29 interviewees. Empirical data were analyzed deductively according to the research framework combining informal and formal management controls with two managerial processes.
Findings
The work of middle managers is clearly affected by informal controls. Much of the managerial work relies on individual intuition and judgment based on experience instead of performance information or formal instructions. The study also unveiled that top management sees the status of utilizing performance measurement information in a more positive light than do middle managers. This is the case especially in strategy implementation. Deficiency of measurement information was found to be a key factor hindering the use of measurement information but improper analysis of results is also a challenge.
Research limitations/implications
This study examined the work of middle managers widely in different positions and industries which means that the findings are rather explorative. Simplification was required in order to operationalize the complex tasks of strategy implementation and decision making. Further, more contextually focused research is required in order to understand better the contextual causes of the findings and to provide more understanding on the appropriate ways of improving the utilization of performance measurement information.
Practical implications
The practical contribution of this study lies in the detailed description of strategy implementation and decision-making processes based on observations in several large companies representing different industries. The study also suggests areas to which development efforts should be concentrated on in order to improve the use of performance information among middle managers.
Originality/value
This study contributes to the earlier literature by highlighting the usage of performance measurement information as opposed to developing new measures. In addition, the novelty value of the paper relates to the focus in the work of middle managers which has gained less attention in the previous research.
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Laurie Elish-Piper, Susan Hinrichs, Samantha Morley and Molly Williams
Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.Design/methodology/approach – The ATIP…
Abstract
Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.
Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.
Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.
Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.
Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.
Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.
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Michael Faggella-Luby and Patricia Sampson Graner
In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing…
Abstract
In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.
The paper seeks to explore and discuss in detail the application of instructional media features in developing web‐based library instruction in order to strengthen students'…
Abstract
Purpose
The paper seeks to explore and discuss in detail the application of instructional media features in developing web‐based library instruction in order to strengthen students' online learning experience.
Design/methodology/approach
The paper surveys research findings on instructional media features that can be incorporated into library instruction in the web environment. The effective use of media elements such as text, color, graphics, navigation systems, audio, video, as well as the implementation of interaction and feedback, are analyzed. Exemplary illustrations supplement the discussions of guidelines for the design of successful online library tutorials.
Findings
Academic libraries are taking advantage of technological innovations to extend instructional opportunities and enrich traditional classroom‐based bibliographic instruction. Web‐based library instruction requires more than duplicating print instructional materials on the web. Good online information tutorials should effectively incorporate multiple instructional media into the web presence to convey the instruction in multi‐stimulating ways.
Practical implications
The findings of the paper will be helpful to librarians who plan to design and develop web‐based instruction or online tutorials for the greater engagement of students.
Originality/value
The paper provides practical help to librarians in obtaining an understanding of various instructional media capabilities for creating effective online instructional materials.
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This study analyzes the variability of rates of return for 11,772 U.S. commercial banks from 1979 through 1985. The objective is to determine whether variability that is not…
Abstract
This study analyzes the variability of rates of return for 11,772 U.S. commercial banks from 1979 through 1985. The objective is to determine whether variability that is not explained by exogenous variables can be explained by prospect theory. Below target, strong correlations are shown, consistent with prospect theory. When regression analysis is applied, the results are confirmed.
Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…
Abstract
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.
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Evan Ortlieb, Earl H. Cheek, Erica Bowers and Gerlinde Grandstaff-Beckers
Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.Design/methodology/approach – The…
Abstract
Purpose – To provide classroom teachers with an overview of a range of assessments that can be administered either individually or to a group.
Design/methodology/approach – The chapter is organized from early literacy skill assessments (both individual and group based) to comprehension and standardized tests.
Findings – Provides detailed information on skills required for each element of reading, design of assessment, intended purpose, and process of administration.
Research limitations/implications – This is not an exhaustive list, the authors strove to highlight the most reliable and practical assessments from a large body of possible choices.
Practical implications – This is a valuable source for classroom teachers who are provided with a wide-range of assessment choices covering the breadth of reading skills with extensive details on each.
Originality/value of paper – Teachers need a range of assessments to choose from to make decisions at the individual, class and school level.
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