A Multimedia Option for Delivering Feedback and Professional Development to Teachers

2021 ◽  
pp. 016264342110041
Author(s):  
Rachel L. Kunemund ◽  
Michael J. Kennedy ◽  
Lindsay M. Carlisle ◽  
Victoria J. VanUitert ◽  
Sean D. McDonald
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Behavior Management ◽  
Management Practices ◽  
Teacher Practice ◽  
Instructional Leaders ◽  
Targeted Instruction ◽  
And Behavior

All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In this article, we describe a multimedia professional development option for documenting teacher practice, generating feedback, and delivering targeted instruction.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 179-189 ◽  
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
Behavior Disorders ◽  
Behavior Management ◽  
Full Inclusion ◽  
Court Of Appeals ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Students With Ebd

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

Instructional and behavior management practices implemented by elementary general education teachers

2013 ◽  
Vol 51 (6) ◽  
pp. 683-700 ◽  
Author(s):  
Linda A. Reddy ◽  
Gregory A. Fabiano ◽  
Christopher M. Dudek ◽  
Louis Hsu
Keyword(s):  
General Education ◽  
Behavior Management ◽  
Management Practices ◽  
General Education Teachers ◽  
And Behavior

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

2021 ◽  
Vol 36 (3) ◽  
pp. 123-126
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Kristine Jolivette
Keyword(s):  
Students With Disabilities ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Experimental Studies ◽  
Evidence Based ◽  
Delivery Platform ◽  
High Incidence Disabilities ◽  
Teachers Perspectives ◽  
And Behavior

Educators of students with disabilities who frequently display challenging behaviors are expected to deliver high-leverage practices and evidence-based behavioral interventions to improve student academic engagement and appropriate behaviors. For these practices and interventions to be successful, educators need innovative, accessible, and sustainable tools to efficiently and effectively implement these practices and interventions as part of their classroom and behavior management routines. Using technology as a delivery platform can fit this need. The Journal of Special Education Technology special issue presents three experimental studies where teachers used technology to deliver behavioral interventions and one qualitative study examining teachers’ perspectives of using technology for behavior management.

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

2016 ◽  
Vol 118 (11) ◽  
pp. 1-36
Author(s):  
Julie Cohen ◽  
Lorien Chambers Schuldt ◽  
Lindsay Brown ◽  
Pam Grossman
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Professional Learning ◽  
Behavior Management ◽  
Classroom Practice ◽  
Teacher Practice ◽  
School Site ◽  
Urban District ◽  
Effect Change ◽  
Observation Tools

Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.

scholarly journals Leptospirosis in Ruminants in Yogyakarta, Indonesia: A Serological Survey with Mixed Methods to Identify Risk Factors

2021 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
Dyah Ayu Widiasih ◽  
Johanna Frida Lindahl ◽  
Wayan T. Artama ◽  
Adi Heru Sutomo ◽  
Pande Made Kutanegara ◽  
...  
Keyword(s):  
Risk Factor ◽  
Management Practices ◽  
Small Ruminants ◽  
Case Fatality ◽  
Open Water ◽  
Serum Samples ◽  
Public Health Importance ◽  
Group Discussions ◽  
The Individual ◽  
And Behavior

Leptospirosis is a zoonotic disease occurring worldwide with reproductive symptoms and production losses in livestock, while humans can suffer fatal renal failure. In Yogyakarta Special Province, Indonesia, there have been several outbreaks with high case fatality, demonstrating the public health importance, but there is limited understanding of the epidemiology. This study used an EcoHealth approach to ensure transdisciplinarity and community participation. Seroprevalence of Leptospira in animals was studied between October 2011 and May 2013 in 15 villages. Serum samples from 1404 cattle and 60 small ruminants were screened by a Microscopic Agglutination Test (MAT), first in pools, and then the individual positive samples were identified. Focus group discussions including farmers, village officials, and official stakeholders were used to explore knowledge and behavior of zoonotic diseases, particularly leptospirosis. Two small ruminants were seropositive for Leptospira icterohemorrhagiae. From the cattle, 3.7% were seropositive, and the most common serovars were Leptospira hardjo, followed by L. icterohemorrhagiae. Out of all farms, 5.6% had at least one positive cattle. Risk factor analyses showed that the risk of the farm being seropositive increased if the farmer used water from an open source, or if farming was not the main occupation. This study showed the presence of Leptospira spp. in ruminants in Yogyakarta and identified use of open water as a risk factor for the livestock. We also observed that the knowledge related to leptospirosis was low, and risky farm management practices were commonly employed.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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