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Postgraduate Programmes as Platform
Typical of postgraduate courses for experienced teachers is the wealth of professional experience that the students bring with them. Such students can examine their own practice, for which they are fully responsible. Postgraduate programmes are, therefore, challenged to create a flexible and research-led infrastructure that can respond to developments in the educational field and relate these developments to educational, philosophical, conceptual, and moral issues. Through the creation of a platform for such activities, the professional development of postgraduate students can be enriched. Authors from diverse backgrounds address important aspects of the platform, such as the relation betwee...
A Measure of Success
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrument...
Writing Instruction and Intervention for Struggling Writers
Writing is a challenging task for many children. To address this issue, many educational researchers advocate for schools to implement a multi-tiered systems of support (MTSS) model where struggling writers can be detected as early as kindergarten and provided with intervention programming to improve their skills and hopefully not need long-term placement in special education. Traditionally, schools have employed the wait-to-fail model where children were offered the opportunity to learn to read, write, and do math in the first few years of elementary school; if they still struggled at the end of third grade (age eight), then they would be assessed for special education. The problem with thi...
The Promise of Response to Intervention
As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.
Research in Educational Settings
This volume aims to help prospective educational researchers plan their research in schools more carefully. It focuses on such issues as: access and credibility in the school; traditional issues of designing research; questions that emerge as the design is imposed on the school culture and setting particularly with regard to school staff and student assessment; the length of interventions and whether or not to schedule follow-up studies; and how to interpret and communicate findings to schools and policy makers. Using personal experiences from their field research to illustrate key concepts, the authors have also included a research project to clarify the practical issues of school research.
The Fluency Construct
This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and impro...
Models for Implementing Response to Intervention
Providing a unique "on-the-ground" perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Invaluable reproducible tools developed and field tested during the implementation of each model can be downloaded and printed by purchasers in a convenient full-page size.
Encyclopedia of Special Education
The Third Edition of the highly acclaimed Encyclopedia of Special Education has been thoroughly updated to include the latest information about new legislation and guidelines. In addition, this comprehensive resource features school psychology, neuropsychology, reviews of new tests and curricula that have been developed since publication of the second edition in 1999, and new biographies of important figures in special education. Unique in focus, the Encyclopedia of Special Education, Third Edition addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field.
Web Writing
The essays in Web Writing respond to contemporary debates over the proper role of the Internet in higher education, steering a middle course between polarized attitudes that often dominate the conversation. The authors argue for the wise integration of web tools into what the liberal arts does best: writing across the curriculum. All academic disciplines value clear and compelling prose, whether that prose comes in the shape of a persuasive essay, scientific report, or creative expression. The act of writing visually demonstrates how we think in original and critical ways and in ways that are deeper than those that can be taught or assessed by a computer. Furthermore, learning to write well requires engaged readers who encourage and challenge us to revise our muddled first drafts and craft more distinctive and informed points of view. Indeed, a new generation of web-based tools for authoring, annotating, editing, and publishing can dramatically enrich the writing process, but doing so requires liberal arts educators to rethink why and how we teach this skill, and to question those who blindly call for embracing or rejecting technology.
