I Think I’ll Stay for a Year or Two: A Conversation With Dr. Mitchell Yell

2020 ◽  
pp. 105345122094437
Author(s):  
Jim Teagarden ◽  
Robert Zabel ◽  
Marilyn Kaff
Keyword(s):  
Special Education ◽  
Behavior Management ◽  
Progress Monitoring ◽  
Educational Environment ◽  
Special Education Law ◽  
Children And Youth ◽  
Education Law ◽  
Emotional Challenges ◽  
And Behavior

Dr. Mitchell Yell’s career has focused on children and youth with significant behavior and emotional challenges. His career has focused on special education law, progress monitoring, and behavior management. Mitch has focused providing opportunities and experiences for others in the service of those students who pose the greatest challenges within the educational environment. In this conversation, he provides his reflections and advice for those working with challenging youth.

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.

A Review of Special Education Law

2008 ◽  
Vol 39 (3) ◽  
pp. 147-154 ◽  
Author(s):  
Kathleen A. Hurwitz
Keyword(s):  
Special Education ◽  
Special Education Law ◽  
Education Law

Street-Level Bureaucrats and Institutional Innovation: Implementing Special-Education Reform

1977 ◽  
Vol 47 (2) ◽  
pp. 171-197 ◽  
Author(s):  
Richard Weatherley ◽  
Michael Lipsky
Keyword(s):  
Special Education ◽  
Education Reform ◽  
School Personnel ◽  
Coping Mechanisms ◽  
Institutional Innovation ◽  
Special Education Law ◽  
Education Law ◽  
Federal Legislation ◽  
Street Level ◽  
Individual School

Recent state and federal legislation holds the promise of sweeping reform in special-education practices. In this article, Richard Weatherley and Michael Lipsky examine the implementation of Chapter 766, the dramatically innovative state special-education law in Massachusetts. They show how the necessary coping mechanisms that individual school personnel use to manage the demands of their jobs may, in the aggregate, constrain and distort the implementation of special-education reform. Their findings have serious implications for those seeking to introduce policy innovations in service bureaucracies of all kinds where the deliverers of service exercise substantial discretion in setting their work priorities.

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