The Zweig Center for Special Education: School-University Partnership and Professional Development School According to the Heritage of Kibbutz Education

2021 ◽  
pp. 135-148
Author(s):  
Yuval Dror
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Professional Development School ◽  
Education School ◽  
University Partnership ◽  
Special Education School

Journal Editor and Associate Editor Perspectives on Research Reproducibility and Open Science

2021 ◽  
pp. 074193252110172
Author(s):  
Daniel M. Maggin
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Journal Editor ◽  
Associate Editor ◽  
Open Science ◽  
Science Practices ◽  
Journal Editors ◽  
Education School ◽  
Special Education School ◽  
Insight Into

Interest in transparent and open science is increasing in special education, school psychology, and related disciplines. Proponents for open science reforms provide evidence that researchers in special education, and the broader social sciences, engage in practices that mitigates its credibility and reduces the validity of information disseminated to practitioners and policymakers. In light of these issues, this article reports on a survey of journal editors-in-chief and associate editors to gain insight into concerns regarding research reproducibility, and the familiarity and viability of open science for improving research credibility. Results indicate that respondents were concerned about research reproducibility, were moderately familiar with open science practices, and viewed many as effective for improving research credibility. Finally, respondents supported the use of journals to encourage open science practices though there was little support for requiring their use. Findings are discussed in relation to open science and implications for research and practice.

Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

2020 ◽  
Vol 41 (3) ◽  
pp. 384-403
Author(s):  
Jori N. Hall ◽  
Melissa Freeman ◽  
Soria E. Colomer
Keyword(s):  
Professional Development ◽  
Culturally Responsive ◽  
Formative Evaluation ◽  
Professional Development School ◽  
Lessons Learned ◽  
First Year ◽  
Cultural Characteristics ◽  
Missed Opportunities ◽  
Responsive Evaluation ◽  
University Partnership

While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.

The impact of a schoolwide de-escalation intervention plan on the use of seclusion and restraint in a special education school

2019 ◽  
Vol 24 (4) ◽  
pp. 357-373 ◽  
Author(s):  
Claudia Verret ◽  
Line Massé ◽  
Jeanne Lagacé-Leblanc ◽  
Gaëlle Delisle ◽  
Johanne Doyon
Keyword(s):  
Special Education ◽  
Intervention Plan ◽  
Education School ◽  
Special Education School ◽  
The Impact

scholarly journals Level of Teacher’s Preparedness in Pedagogical Aspects towards Disabled Student in Vocational Special Education School

2019 ◽  
Vol 8 (4) ◽  
pp. 8612-8615
Keyword(s):  
Special Education ◽  
Random Sampling ◽  
Reliability And Validity ◽  
Simple Random Sampling ◽  
Mean Value ◽  
Disabled Students ◽  
Descriptive Research ◽  
Education School ◽  
Special Education School ◽  
Vocational Special Education

Paper study aims to identify the level of teacher’s preparedness in pedagogical aspects towards disabled students in Vocational Special Education School from two (2) different schools in Johor and Kedah. The locale of the study is Indahpura Vocational Special Education School, Johor and Merbok Vocational Special Education School, Kedah. A total of 76 respondents from both schools were chosen using simple random sampling. A descriptive research design which used a quantitative method was conducted. The questionnaire was used as it is modified from the previous researchers. This questionnaire was used to create a pilot study to test the reliability and validity analysis. The degree reliability of Alpha Cronbach for the instrument used in this study is 0.984. This study was analysed using Statistical Package for Social Science version 25.0 (SPSS 25.0) which is using mean value and standard deviation. It is presented well in figures and tables. The study findings found that the levels of teacher’s preparedness in pedagogical aspects towards disabled students in Vocational Special Education School are at a moderate level.

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