Disseminating Evidence-Based Practices in Secondary Transition

2012 ◽  
Vol 15 (4) ◽  
pp. 197-204 ◽  
Author(s):  
April Mustian ◽  
Valerie L. Mazzotti ◽  
David W. Test
Keyword(s):  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices

Evidence-Based Practices in Secondary Transition

2009 ◽  
Vol 32 (2) ◽  
pp. 115-128 ◽  
Author(s):  
David W. Test ◽  
Catherine H. Fowler ◽  
Sharon M. Richter ◽  
James White ◽  
Valerie Mazzotti ◽  
...  
Keyword(s):  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices

Steps for Implementing a State-Level Professional Development Plan for Secondary Transition

2017 ◽  
Vol 41 (1) ◽  
pp. 56-62
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Monica Simonsen ◽  
Bonnie Boaz ◽  
Cynthia VanAvery
Keyword(s):  
Professional Development ◽  
Local Level ◽  
State Level ◽  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices ◽  
State Education Agencies ◽  
State Education ◽  
Education Agencies ◽  
Quality Professional Development

To scale up and sustain the use of evidence-based practices, it is imperative that state education agencies systematically implement professional development that represents best practice. By delivering quality professional development to local districts, it is more likely that transition personnel will implement transition programs and practices with fidelity to sustain implementation over time. To do this, it is important for state education agencies to develop a state-level stakeholder team to determine professional development needs across districts and develop a plan to systematically deliver professional development. This article describes seven steps for using data-based decision-making to develop and implement quality professional development at the local level to ensure districts across a state effectively and sustainably implement secondary transition evidence-based practices.

scholarly journals Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

2020 ◽  
Vol 44 (1) ◽  
pp. 28-46
Author(s):  
Dawn A. Rowe ◽  
Valerie L. Mazzotti ◽  
Catherine H. Fowler ◽  
David W. Test ◽  
Vickie J. Mitchell ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Research Policy ◽  
Future Research ◽  
Evidence Based ◽  
Secondary Transition ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Transition Research ◽  
Research Based Practices ◽  
Do So

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Secondary Transition Evidence-Based Practices and Predictors

2012 ◽  
Vol 25 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Valerie L. Mazzotti ◽  
David W. Test ◽  
April L. Mustian
Keyword(s):  
Evidence Based ◽  
Secondary Transition ◽  
Evidence Based Practices

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

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