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Research Methods in Special Education equips readers with the
knowledge needed to make a difference with data. Authors Drs.
Brittany L. Hott, Frederick J. Brigham, and Corey Peltier provide
access to cutting edge methodologies and related skills researchers
need to successfully carry out projects in applied settings.
Dedicated chapters focusing on quantitative research synthesis
(e.g., meta-analysis, meta-synthesis), single case design, and
program evaluation methods allow readers deeply invested in the
field of special education to develop a firm foundation, enabling
them to ask and answer their socially significant research
questions. Written for students in special education teacher prep
programs, early career faculty, school administrators, and
curriculum specialists, this text includes numerous features that
set it apart from other available resources: Dedicated chapters on
ethics, establishing effective research partnerships, and
evidence-based practice. Cutting-edge program evaluation methods
and reporting. Comprehensive coverage of methods commonly used in
special education. Detailed information on securing special
education funding. Case studies, exemplars, resources, and
recommendations for additional reading. Faculty materials including
practice problems and activities available at
www.efacultylounge.com YouTube videos featuring interviews with
authors. The up-to-date research practices in this text are a
valuable addition for educators and researchers serving students
with disabilities who have a responsibility to support in-school
and post-school outcomes. Research Methods in Special Education
gives educators the tools to facilitate a deeper understanding of
the research process and evidence-based practice.
Throughout the world, equity and excellence in education is a major
issue of concern. International comparative studies such as those
carried out by OECD (PISA) have launched a worldwide debate on the
effectiveness of educational systems (macro level), schools (meso
level) and teachers (micro level) in terms of enhancing equity and
excellence. Inspired by the OECD research and spurred by national
policy-making, quantitative and qualitative research studies have
recently been conducted in different parts of the globe aiming to
provide deeper insight into the crucial variables that have an
impact on equity, excellence or both. Among the variables that have
been identified as crucial in this respect are the pupils' gender
and their socio-economic and linguistic background, teachers'
expectations, cognitions and pedagogical approach in the classroom,
parental support, financial aspects, educational policies (e.g.
priority policies, multilingual policies, early start policies),
and variables related to the structure of the educational structure
and system (e.g. compulsory school age, comprehensive systems,
support structures, system variables enhancing spread of learners).
This volume aims to compile a rich collection of research-based
contributions, providing a state-of-the-art resource on what we
know about this topic today.
This book focuses on how school-level features affect student
resistance to education from a comparative angle, taking into
account cross-national differences. All over the world, policy
makers, school administrators, teachers, and parents are dealing
with students who resist education. Resisting school might
ultimately lead to unqualified dropout, and it is therefore crucial
to understand what triggers resistance in students. The book uses
the ISCY data set to study multilevel questions in detail. It does
so based on the view that system effects and school effects
intertwine: system-level policy measures affect student outcomes in
part by shaping school-level features, and school effects may
differ according to certain system-level features. We start from an
overarching theoretical framework that ties the various
city-specific insights together, and contains empirical studies
from Barcelona, Bergen, Ghent, Montreal Reykjavik, Sacramento, and
Turku. It shows that, in all countries, the act of resisting school
is more likely to occur among the socio-economically disadvantaged,
and those in the most disadvantaged schools. However, educational
system features, including tracking, free school choice, and school
autonomy, are important driving factors of the differences between
schools. As such, systems have the tools to curb between-school
differences in resistance. Previous research turns resistance into
a problem of individual students. However, if school or system
features engender resistance to school, policy initiatives directed
at individual students may solve the problem only partially.
Throughout the world, equity and excellence in education is a major
issue of concern. International comparative studies such as those
carried out by OECD (PISA) have launched a worldwide debate on the
effectiveness of educational systems (macro level), schools (meso
level) and teachers (micro level) in terms of enhancing equity and
excellence. Inspired by the OECD research and spurred by national
policy-making, quantitative and qualitative research studies have
recently been conducted in different parts of the globe aiming to
provide deeper insight into the crucial variables that have an
impact on equity, excellence or both. Among the variables that have
been identified as crucial in this respect are the pupils' gender
and their socio-economic and linguistic background, teachers'
expectations, cognitions and pedagogical approach in the classroom,
parental support, financial aspects, educational policies (e.g.
priority policies, multilingual policies, early start policies),
and variables related to the structure of the educational structure
and system (e.g. compulsory school age, comprehensive systems,
support structures, system variables enhancing spread of learners).
This volume aims to compile a rich collection of research-based
contributions, providing a state-of-the-art resource on what we
know about this topic today.
Teaching Students with Emotional and Behavioral Disorders provides
a comprehensive resource for preservice and in-service educators to
teach and support academic, social, and behavioral development. The
text focuses on implementation of evidence-based interventions,
strategies, and practices. Dedicated chapters address quality
service delivery models including individual, classroom, and
school-wide supports. In addition, academic intervention chapters
concentrate on reading, mathematics, writing, and study skills.
Finally, the book includes step-by-step directions for conducting
Functional Behavior Assessments (FBA), developing Behavior
Intervention Plans (BIP), and monitoring student progress. The book
will serve as a valuable reference for educators supporting
students with challenging behaviors. Key Features Case studies
written by PreK-12 practitioners based on their experiences
supporting students with EBD Numerous worksheets and examples to
support implementation of evidence-based practices Accessible and
consistent format across all chapters Pedagogical aids reinforce
understanding: chapter objectives, key terms, chapter summaries,
discussion questions, and lists of additional resources and
readings A PluralPlus companion website with instructor resources
including PowerPoints, test banks, and sample class activities and
student resources including links to videos, online learning
modules, and printable forms
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