scholarly journals Practitioner Perceptions of Algebra Strategy and Intervention Use to Support Students With Mathematics Difficulty or Disability in Rural Texas

2018 ◽  
Vol 38 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Brittany L. Hott ◽  
Rebecca-Anne Dibbs ◽  
Gil Naizer ◽  
Lesli Raymond ◽  
Campbell C. Reid ◽  
...  
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Evidence Base ◽  
Evidence Based ◽  
Teachers Perceptions ◽  
Mathematical Performance ◽  
Rural Settings ◽  
Mathematics Difficulties ◽  
Practitioner Perceptions ◽  
Support Students

Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation. This mixed-method study explored rural Texas teachers’ perceptions of their algebra content knowledge; their comfort with strategies, interventions, and resources; and professional development experiences related to students with mathematics difficulties and disabilities. Findings suggest that teachers are unfamiliar with or do not regularly implement evidence-based strategies and report regular use of strategies such as learning styles that have a limited evidence base. A discussion of findings includes suggestions for professional development tailored to the needs of rural Texas algebra teachers.

Enhancing Professional Development for Educators: Adapting Project ECHO From Health Care to Education

2020 ◽  
pp. 875687052096044
Author(s):  
Canyon Hardesty ◽  
Eric J. Moody ◽  
Shira Kern ◽  
Wendy Warren ◽  
Mary Jo Cooley Hidecker ◽  
...  
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Rural Areas ◽  
Hub And Spoke ◽  
Project Echo ◽  
Professional Development Workshop ◽  
Rural Settings ◽  
Behavioral Supports ◽  
Support Students

Adequately prepared educators are critical to the success of children in rural settings, but many educators receive little training on how to support students with disabilities. Professional development for educators is challenging in rural areas due to the lack of opportunities and travel requirements. Project ECHO™ was originally developed to overcome similar challenges facing physicians. The ECHO Model overcomes these challenges by creating a hub and spoke network that connects local providers with experts. These networks meet regularly over teleconferencing technology to conduct a short professional development workshop, followed by a case-study from one of the local sites. We adapted the ECHO Model for use in education and since 2014 implemented four networks: autism, assistive technology, secondary transitions, and behavioral supports. Educators found ECHO highly acceptable and reported improved skills and knowledge. ECHO for Education is effective and has the potential to improve capacity of education systems in rural settings.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2014 ◽  
pp. 35-52 ◽  
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2016 ◽  
pp. 1069-1087
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices

2021 ◽  
pp. 1-12
Author(s):  
Lauren P. Bruno ◽  
LaRon A. Scott ◽  
Colleen A. Thoma
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Self Efficacy ◽  
Special Educators ◽  
Linear Regression Analysis ◽  
Past Research ◽  
Multiple Linear Regression Analysis ◽  
Evidence Based ◽  
Teacher Professional ◽  
Support Students

BACKGROUND: Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. OBJECTIVE: The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. METHODS: A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. RESULTS: The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. CONCLUSIONS: After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed.

scholarly journals Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development

2021 ◽  
Vol 46 (9) ◽  
pp. 39-54
Author(s):  
Simone Smata ◽  
◽  
Robyn Gillies ◽  
Katherine McLay ◽  
Huong Ngyuen ◽  
...  
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Teaching ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Teaching Methodology ◽  
Evidence Based ◽  
Second Languages ◽  
Teachers Perceptions

This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development.

Dissemination and Implementation Research in Health

2017 ◽  
Keyword(s):  
Evidence Base ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Collaborative Partnerships ◽  
Social Service Agencies ◽  
Effective Interventions ◽  
Health Related Research ◽  
Health Related ◽  
Dissemination And Implementation Research ◽  
Policies And Programs

Fifteen to twenty years is how long it takes for the billions of dollars of health-related research to translate into evidence-based policies and programs suitable for public use. Over the past 15 years, an exciting science has emerged that seeks to narrow the gap between the discovery of new knowledge and its application in public health, mental health, and health care settings. Dissemination and implementation (D&I) research seeks to understand how to best apply scientific advances in the real world, by focusing on pushing the evidence-based knowledge base out into routine use. To help propel this crucial field forward, leading D&I scholars and researchers have collaborated to put together this volume to address a number of key issues, including: how to evaluate the evidence base on effective interventions; which strategies will produce the greatest impact; how to design an appropriate study; and how to track a set of essential outcomes. D&I studies must also take into account the barriers to uptake of evidence-based interventions in the communities where people live their lives and the social service agencies, hospitals, and clinics where they receive care. The challenges of moving research to practice and policy are universal, and future progress calls for collaborative partnerships and cross-country research. The fundamental tenet of D&I research—taking what we know about improving health and putting it into practice—must be the highest priority. This book is nothing less than a roadmap that will have broad appeal to researchers and practitioners across many disciplines.

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