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Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1800717490
Category : Education
Languages : en
Pages : 232
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Book Description
Responding to the need for educational stakeholders to plan for evolving developments in policy and practice for learners with learning and behavioral disabilities, the authors in this edited collection predict what the next big things in the field will be, and offer recommendations on how to prepare for that envisioned future.
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1800717490
Category : Education
Languages : en
Pages : 232
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Book Description
Responding to the need for educational stakeholders to plan for evolving developments in policy and practice for learners with learning and behavioral disabilities, the authors in this edited collection predict what the next big things in the field will be, and offer recommendations on how to prepare for that envisioned future.
Author: Jeffrey P. Bakken
Publisher: Emerald Group Publishing
ISBN: 1802626530
Category : Education
Languages : en
Pages : 238
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Book Description
Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, focuses on how general and special educators can use technology to work with children and youth with disabilities.
Author: Melody Tankersley
Publisher: Emerald Group Publishing
ISBN: 1802627391
Category : Education
Languages : en
Pages : 168
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Book Description
The chapters in this volume cover a broad range of topics that address issues surrounding the identification of students who need the most intensive intervention, intensive intervention features and delivery considerations, behavioral interventions, academic interventions, and preservice teacher preparation.
Author: Lauren W. Collins
Publisher: Emerald Group Publishing
ISBN: 1837976236
Category : Education
Languages : en
Pages : 201
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Book Description
Given the apparent rise in many forms of violence in schools, and the dire consequences to those impacted by violence, it is vital to better support children and youth. This volume provides an overview of key areas of promise for improved research and practice to mitigate violence and respond in positive, supportive ways.
Author: Andrew M. Markelz
Publisher: Rowman & Littlefield
ISBN: 1538193361
Category : Education
Languages : en
Pages : 265
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Book Description
Researchers in special education have been developing a knowledge base of evidence-based practices that improve the outcomes of students with disabilities. Unfortunately, filtering that knowledge into classrooms implemented by special education teachers has been a challenge. In The Essentials of Special Education Research, Andrew M. Markelz and Benjamin S. Riden directly address the persistent research-to-practice gap by systematically presenting the essential components of research that every special education teacher must know. The first section investigates the foundations of research and why special education teachers should regularly read research articles. It also examines the basic structure of research articles to demystify jargon and provide teachers confidence when reading scientific literature. The second section explores various research methodologies that consumers of research must know. Methodologies such as literature reviews, single-case design, quantitative, qualitative, and others are unpacked so that special education teachers know the critical components of these methodologies, along with their limitations, to become critical consumers of research. The third section focuses on putting this knowledge into practice. Using practical scenarios, the authors demonstrate how a special education teacher can combat common classroom problems by locating and reading relevant research to gain information and implement best practices based on scientific evidence. This step-by-step guide combines the knowledge and skills outlined in this book to truly become a scientific practitioner.
Author: Steve Graham
Publisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
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Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Author: James M. Kauffman
Publisher: Routledge
ISBN: 1000038424
Category : Education
Languages : en
Pages : 304
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Book Description
Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally. With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including inclusion in law; academically gifted students; students with severe, sensory, and multiple impairments; and case studies from Germany, Portugal, the Netherlands, and the Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities—and Article 24 in particular—and the likely legacies and future implications of recent inclusion movements. For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource.
Author: Bryan G. Cook
Publisher: Emerald Group Publishing
ISBN: 1781904308
Category : Education
Languages : en
Pages : 300
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Book Description
This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders.
Author: Thomas E. Scruggs
Publisher: Emerald Group Publishing
ISBN: 9781559389549
Category : Business & Economics
Languages : en
Pages : 248
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Book Description
This is a two-part set divided between the areas of theoretical perspectives and intervention research. The first section, Theoretical Perspectives, covers topics such as mathematical difficulties in young children, the s-cognitive processing test and defining emotional or behavioral disorders. It concludes with a quantitative synthesis of survey research. The second section, Intervention Research, deals with various aspects of intervention including a review of the literature concerning attention deficit hyperactivity disorder, treatment of serios antisocial behaviour and the role of self-awareness and self-perception in strategic learning for pupils with learning disabilities.
Author: Sara E. Rimm-Kaufman
Publisher: Guilford Publications
ISBN: 1462552072
Category : Education
Languages : en
Pages : 338
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Book Description
Just because a school has adopted a social and emotional learning (SEL) program does not mean it will work. This book explores the conditions needed to implement, strengthen, and sustain effective SEL, and identifies paths that schools, districts, and states have taken to create those conditions. Major themes include equity of access to high-quality SEL, promoting interracial understanding in all school interactions, and enhancing the well-being and SEL skills of teachers and school leaders as well as students. Chapters describe exemplary initiatives that infuse SEL into classroom instruction, administrative decision making, school–family–community partnerships, and teacher training. End-of-chapter discussion questions enhance the book’s value for professional learning and course use.
