Teacher Education

Permanent URI for this collectionhttps://hdl.handle.net/11274/8862

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A comparison of the impact of curriculum on the perceived level of self-determination in adults with intellectual and developmental disabilities
(1/2/2019) Guthrie, Terry Mike; Pemberton, Jane
Higher levels of perceived self-determination (SD) in individuals with intellectual and developmental disabilities (IDD) often correlate to improved post-school outcomes in education, employment, independent living, and relationships. It is imperative that instructional practices used with students with IDD address the behaviors and skills that a person must possess to be self-determined. This study used a quasi-experimental design to measure the perceived level of self-determination (SD) and the four essential characteristics of self-determined behavior and skills: autonomy, self-regulation, psychological empowerment, and self-realization in 18 adults with intellectual and developmental disabilities. The curriculum used was Life Centered Education (LCE) (Wandery, Wehmeyer & Glor-Scheib, 2013). Results of the study revealed statistically significant differences in self-regulation interpersonal cognitive problem-solving norm sample and self-regulation interpersonal cognitive problem-solving positive scores between participants with an intellectual disability compared to those with a developmental disability. Additionally, there were significant differences in mean scores between disabilities in all four essential characteristics of self-determination.
Academic and non-academic characteristics of successful and non-successful college science students
(1995-12) Yantis, Mary Ann; Roebuck, Flora N.; Cunningham, Donna; Joanette, McGadney
This study examined the relationship between selected academic and non-academic variables and academic success of college science students. Subjects were 45 volunteers who completed the research questionnaire, and 19 of these subjects were interviewed for additional descriptive information related to their learning experiences in their college science classes. The non-academic variables of self-esteem, self-concept of ability, and social support were found to be related to science student success. The academic variables of cumulative science course grade point average, Texas Academic Skills Program test math scores, and Texas Academic Skills Program test reading scores were found to be related to science student success. There were no differences found between minority and non-minority students with respect to any of the research variables. The best set of predictor variables for success in college science students consists of: (a) Texas Academic Skills Program test reading scores, (b) number of hours employed per week, (c) total loss score, (d) cumulative grade point average, (e) number of miles commuted per week to attend class, (f) loss quality score, and (g) loss quantity score. These findings have implications for college science course educators and administration. An effort should be made to support and to enhance student reading skills. Since student losses were shown to be related to lower grades in science courses, an effort should be made to identify student losses early, so that prompt intervention may be offered. Available support services should be widely communicated and promoted to all students and those services expanded, where necessary. Faculty should engage in activities which promote positive self-concept of ability and positive self-esteem in students. Colleges also should continue to make financial aid available for needy students.
An investigation of the cognitive profile of deaf and hard of hearing students on the Wechsler Intelligence Scale for Children-Fifth Edition
(6/6/2018) Arrington, Leah M; Pemberton, Jane; Marshall, David, Ph. D.; Whitworth, Jerry, Ed. D.; Allman, Tamby; Donelson, Mary Dell
In the academic setting, the measure of intelligence is used to predict the success of learning or to identify possible disabilities due to identified strengths and weaknesses in cognitive processes. The predominant theory of intelligence is the Cattell-Horn-Carroll (CHC) theory in which broad cognitive processes are determined by the measurement of narrow abilities within each broad area of cognition. The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is a cognitive tool that provides scores of both the broad and narrow cognitive processes, which can then provide a profile of strengths and weakness to be used for individualized educational planning. The purpose of this study was to determine if a cognitive profile exists on the WISC-V for D/HH students. Furthermore, if the cognitive profile is affected by known dependent variables (amplification, degree of hearing loss, mode of communication). Participants were first through fifth grade students who had been identified as D/HH and had been administered the WISC-V. A total of 49 students met criteria for the study. In addition to subtests and index scores, the degree of hearing loss, mode of communication, and type of amplification used was recorded. Results showed that overall the profile of the D/HH student was within the average range established by the WISC-V norms except in the area of Verbal Knowledge (Gc) which was slightly below average. The Vocabulary subtest was also found to be below average. Type of amplification did not appear to significantly impact the profile of the broad or narrow abilities. The degree of hearing loss identified moderate to severe and profound had a significant difference in Gs and Coding. The mode of communication had reported significant differences in NVI, Gv, Gf, and in Visual Puzzles, Matrix Reasoning, and Picture Span subtests. This study demonstrates that D/HH students perform similarly to the expected norms on the WISC-V verbal and nonverbal indexes. However, the Crystalized Knowledge Index and more specifically Vocabulary subtest are below the expected norms and are important factors when considering educational planning for D/HH students.
An investigation of the efficacy of check in/check out as an intervention for students with disabilities in virtual school
(5/23/2019) Farmer, Jennifer C; Myers, Diane
Addressing the needs of all students with behavioral problems is important, as research and legislation prioritize the implementation of school-wide positive behavioral interventions and supports (SWPBIS) in school settings. The Individuals with Disabilities Education Improvement Act (IDEIA) specifically includes a provision to consider behavior supports in educational planning for students with disabilities (IDEIA, 2004; National Education Association, 2014). With the rising growth of virtual schools, educators must find ways to provide behavior supports to students with disabilities in the virtual school environment as IDEIA requires. This study is a single case multiple baseline study investigating the effects of Check In/Check Out (CICO), on student on-task behavior in a full-time virtual K-12 school in Texas. CICO is a multi-step process to decrease problem behaviors by increasing both adult interaction and positive reinforcement contingent upon appropriate behaviors for students (Campbell & Anderson, 2011; Simonsen, Myers, & Briere, 2011). Four secondary students enrolled in a full-time virtual school with disabilities participated in this study. Results of this study suggest that implementation of CICO with three out of the four participants resulted in improvements in on-task behavior. Additionally, CICO was implemented with high fidelity and was rated favorably by stakeholders.
An investigation of the relationship between the reading achievement of third-grade boys and auditory and/or visual perception, discrimination, and memory
(1971-08) Tompkins, Norma; Watkins, Ernest; Gorton, Chester; Ryan, Don; Wylie, Edward; Griffin, Aileen
No abstract available
Aspirante bilingual educators’ development of critical consciousness: A critical qualitative inquiry
(December 2023) Solano, Ivonne Janeth 1983-; Annette Torres Elias; Nancy Anderson; Mandy Stewart; Dan Heiman
The critical teacher shortage of bilingual educators in the state of Texas has created a need to examine the experiences of preservice teachers or aspirantes in teacher preparation programs. Recent research has also documented the need for future bilingual educators to be critically conscious (Cervantes-Soon et al., 2019) to fulfill the purpose of bilingual education as a transformative endeavor. Palmer et al., (2019) consider critical consciousness the foundational goal of bilingual education. The purpose of this study is to explore how aspirante (pre-service) bilingual teachers enrolled in a teacher education program at a local Hispanic Serving Institution (HSI), understand, interpret, and reflect on the role of critical consciousness as a foundational goal in becoming a bilingual educator. A critical qualitative inquiry approach rooted in Xicana/Feminista epistemologies was conducted in a study that incorporated three phases. The first phase consisted of an exploratory survey; the second phase consisted of aspirantes engaged in two critical professional development sessions, and the last phase consisted of aspirantes participating in a 1-1 plática. Aspirante bilingual educators engaged in critical professional development comprised of two sessions that fostered dialogue surrounding critical consciousness including language, culture, pedagogy, and policy as well as in a 1-1 plática (conversation). This exploration of aspirante bilingual educators’ embodied knowledge around critical consciousness provided an opportunity to critically listen to their understandings, interpretations, and negotiations surrounding critical consciousness in Dual Language Bilingual Education (DLBE). This study aimed to learn the ways in which aspirantes engaged with elements of critical xii consciousness through their lived experiences, consciousness raising, and counternarratives as they participate in critical professional development and pláticas. The critical professional development sessions explored racial literacies, critical multilingual language awareness, and policy formation. Findings indicate that aspirantes’ experiences in bilingual education shape their beliefs about teaching, learning and biliteracy fostering the practice of interrogating and reimagining education. Additionally, a critical consciousness framework reveals how aspirantes understand and interpret critical consciousness and their advocacy lens. Finally, this inquiry explored the ways in which aspirantes engage in counternarratives. Aspirantes engaged through advocating for self, utilizing navigational capital in higher education, and counternarratives about gender roles.
Assistive technology evaluation expertise when matching high-technology devices to students identified with specific learning disabilities
(Texas Woman's University, 2013-01-01) Sousa, Lisa Thompson; Pemberton, Jane; Haynes-Smith, Heather; Marshall, David; Wiebe, Michael
Rates of use associated with assistive technology by individuals with specific learning disabilities were compared to rates associated with low incidence disabilities. To address disproportionate practices for specific learning disabilities, four constructs (combined dependent variables) were created: (1) knowledge of specific learning disabilities, (2) knowledge of computerized devices, (3) expertise in assessment for computerized assistive technology devices with specific learning disabilities, and (4) frequency of consideration. Based on the constructs, a survey was piloted and distributed online to professionals involved with assistive technology decisions. Participants were separated into four groups typically found in IEP meetings: (1) related service providers (2) special education specialists, (3) general education instructional specialists (4) education technology specialists. The level of self-reported knowledge, expertise, and frequency were analyzed and described by comparing the groups. A fifth independent variable, collaboration, was created and compared among the constructs using ANOVA and significant findings were found regarding level of collaboration in relation to the four constructs associated with assessment of computerized assistive technology when paired with specific learning disabilities.
Autonomous fearless use of language: Understanding non-fiction English text with fifth-grade bilinguals through culturally sustaining pedagogy
(December 2023) Ramos-Rivera, Margarita 1973-; Torres, Annette; Anderson, Nancy; Stewart, Mary A
At schools in the Unites States, English-centric hegemonic policies often hinder emergent bilingual students from fully applying their linguistic skills to read non-fiction texts. This phenomenon necessitates investigation into how Culturally Sustaining Pedagogy (CSP) can be utilized to support fifth-grade bilingual students’ understanding of non-fiction texts in English. This qualitative descriptive study documents the process of five participants utilizing their entire linguistic repertoire, engaging in translanguaging practices while experiencing CSP instruction to enhance comprehension of non-fiction texts. The research questions guiding this study are: How do emergent fifth-grade bilingual students use language when reading and writing about non-fiction texts in English? How does culturally sustaining instruction relate to the students' use of language while reading and writing about non-fiction texts in English? Five important themes were identified, representing features appearing to support emergent bilingual (EB) students’ understanding of non-fiction texts. These features included translanguaging inquiries during reading discussions, adeptly integrated linguistic translanguaging in written practices, validation of autonomous flexible translanguaging, demonstration of self-identity and belonging, and the promotion of school community and diversity.
A case study of one Texas school's journey: The Estrella Model of RtI for English language learners and implications for special education
(2014-01-01) Jaird, Cynthia Ann; Pemberton, Jane; Hansen-Thomas, Holly; Haynes-Smith, Heather; Marshall, David
The purpose of this study was to examine how the Estrella model of Response to Intervention (RtI) impacted a campus whose student population is comprised of 88% English Language Learners (ELLs). The researcher investigated how the Estrella RtI model affected the academic performance of ELLs, students in special education, and the number of students referred for special education eligibility. The research design for this case study included a comprehensive analysis and review of archival data. The principal of the campus served as the primary researcher and named the specialized model, "Estrella", the Spanish word for "star." The following data sets were used to measure the impact of the Estrella model of RtI: attendance rates, discipline data, state-mandated assessment scores (i.e., general education and special education assessments, Academic Excellence Indicator System [AEIS] Reading, Math, Science and Writing Assessment scores, Evaluación del Desarollo de Lectura [EDL] scores, Developmental Reading Assessment scores [DRA], RtI data, Texas English Language Proficiency Assessment System [TELPAS] scores, and comprehensive historical data for case study analysis), demographics, school profile, timeline/data for professional learning implementation, referral rate for special education testing, historical data from the school's special education program, and informal interviews.The findings of this study illustrate the impact that the Estrella model of RtI can have on the academic performance of ELLs. Research-based interventions and the implementation of the Estrella model of RtI may impact students in positive ways. The students on the test campus demonstrated gains and stability in academic areas after implementation of the specialized model. The gains occurred over a 7 year time period when the state mandated test was TAKS. The percentage of students enrolled in special education remained the lowest of the study years and relatively stable, between 8.1% - 10.2%, from 2008 through 2014. This time period coincides with the years of implementation of the specialized model of RtI on the school campus. Prior to this time period, the elementary campus had one of the highest special enrollment percentages in the district.
Communication characteristics of a lecturer in an adult training setting as perceived by multiple audiences
(1985-12) Hebbard, Don W.; Eaves, Thomas A.; Hamlin, Judy; Jennings, Glen; Newson, Ron; Fearing, Joseph
The purpose of this study was to identify the communication characteristics of an adult trainer utilizing the lecture method of instruction. Communication characteristics were identified in order to focus on effective and ineffective techniques in the utilization of the lecture method with adults. The Berlo model was utilized as a communication model for the study. The communication processes studied took place in a training environment in which the lecture method was used. Basic components of the communication model were rated by the trainees and by four additional groups of adult evaluators. These additional groups included college teachers, graduate students in adult education, professional trainers, and a general adult group. Comparisons were made of the evaluator groups and the impact of the major communication variables on the overall communication process. Data indicated high ratings of the lecturer, method, and message by all evaluator groups. Trainees reported significantly higher evaluations of the lecturer than the college teachers, general adult group, and the trainers. When compared occupationally, business managers rated the lecturer higher than professional trainers. Similar high ratings were reported on all major variables by the trainees and the graduate students in adult education. High positive correlations were found between the lecturer, message, method, and the overall communication process. Additional item correlations for each major variable: lecturer, message, and method revealed positive correlations. Results of this study indicate the lecturer, method, and message have a positive impact on the overall perceived effectiveness of the communication process. Analysis of group data revealed similar perceptions of lecturer effectiveness by the trainees and graduate students in adult education. Perceptions of the trainers and general adult group tended to be similar on ratings of the lecturer, message, and method. The Berlo model of communications was seen as an effective tool for evaluating the lecture in adult educational settings.
A comparative analysis of the transition from grade 8 mathematics to grade 9 algebra for students with and without specific learning disabilities
(2016-08-31) Pennington, Latrina C.; Whitworth, Jerry, Ed. D.; Marshall, David, Ph. D.; Trujillo-Jenks, Laura
Because mathematics achievement in Grades 8 and 9 serves as a gateway into STEM programs, a quantitative causal-comparative research design was employed to examine the difference for the Grade 8 mathematics and Grade 9 Algebra I scores between students with specific learning disabilities (SLD) and nondisabled students. The Grade 8 mathematics STAAR scores and Grade 9 Algebra I STAAR end of course (EOC) scores were compared for differences between students with SLDs and nondisabled students. The difference in scores of students who transitioned from Grade 8 mathematics in 2012-2013 to Grade 9 Algebra I in 2013-2014 were compared between students with SLDs and nondisabled students. The sample was a random 10,000 matched pair cases of students who took the 2013 Grade 8 mathematics STAAR and the 2014 Grade 9 Algebra EOC. The diagnosis of SLD was dichotomous. For Grade 8 STAAR Mathematics, four null hypotheses were rejected. Students with SLDs had higher average scores on patterns, relationships, and algebraic relationships as well as on probability and statistics. Nondisabled students had higher average scores for numbers, operations, and quantitative reasoning as well as for geometry and spatial reasoning with trivial effect sizes. For the STAAR Algebra EOC exam, all five null hypotheses were rejected.
A comparative study of the effects of Title III in-service teacher training on teacher personality, attitude and knowledge of exceptional children
(1975-05) Chapman, Marjorie E.; Harrison, Kenneth; Leach, Ethel; Jolly, Virginia; Wylie, E.J.; Wiebe, Michael; Durrance, Victor
Comparing classroom spelling lists and sound-specific digital flashcards as therapy materials for first graders with speech sound disorders
(May 2023) Bradburn, Christina 1977-; Green, Laura; Gill, Cynthia B; Keeley, Randa; Mehta, Jyutika
School-based speech-language pathologists (SLPs) are charged with minimizing the negative educational impact of their students' speech sound disorders (SSDs) (Ehren, 2000; Wallach, 2009, 2014). Current studies on SSDs in children are rich with discussions of therapy-and child-level contributions to gains in speech sound production (Byers et al., 2021; Farquharson et al., 2020; Jesus et al., 2019; Namasivayam et al., 2019; Preston et al., 2019; Rehfeld & Sulak, 2021). However, while many studies have supported using curricular content during language interventions (Ehren, 2009; Wallach, 2014; Wallach et al., 2009), there is little theoretical and no empirical evidence to demonstrate that using academically integrated therapy materials (AITM) during intervention provides a positive educational impact for students with SSDs. The purpose of this study was to determine if the materials used during school-based speech therapy could impact spelling performance in the classroom. In addition, the study sought to determine if there were differences noted in speech sound production performance when AITM vs. CATM (commercially available therapy materials) were utilized in business-as-usual therapy. Five first grade students with moderate to severe SSDs participated in this study. A single participant, alternating treatment design was used to compare the effectiveness of using AITM and CATM during intervention for SSDs. For spelling performance, results from quantitative and qualitative measures (visual inspection of the data, calculation of a d-statistic, Percentage of Nonoverlapping Data (PND), a pre-and post-test spelling assessment, and teacher/student social validity questionnaires) were varied with four out of five participants demonstrating gains in spelling on at least one measure. When comparing the relative effects of the two therapy materials on speech sound production in the classroom, quantitative and qualitative data indicated that speech sound production was better for four out of five participants when AITM were used during intervention. This early feasibility study sought to examine data on the potential academic impact of materials used during speech intervention. Results indicated that further study is warranted on the use of AITM during intervention with speech sound disorders, specifically the impact on interprofessional practices and the workloads of school-based SLPs.
A comparison of the perceptions by teachers and principals' leader behavior
(1982-12) Bridges, Clara Jo; McFarland, John; Roebuck, Flora
Comparisons of structure of intellect divergent production measure for three groups of teachers
(1982-05) Burr, Lynda; McFarland, John W.; Roebuck, Flora; Stone, Howard; Bergquist, Sidney; Nutt, Roberta
Competency training needs of educators of learning disabled adults
(1982-12) Peake, Marjorie Snooks; McFarland, John W.; Roebuck, Flora; Bergquist, Sidney; Stone, Howard; Gorton, Chester; Short, Rodney
Creating connections: Investigating the use of diagnostic information in classrooms
(6/29/2021) Broyles, Jonathan Lee; Goo, Minkowan
The purpose of this study was to identify how recommendations provided by educational diagnosticians in a student’s full and individual evaluation are used by teachers to effectively promote and provide specialized instruction. This study also investigated how to communicate the recommendations to teachers most effectively. An exploratory and descriptive, non-experimental design study was conducted, and data were gathered from respondents using a researcher-designed survey. Respondents included general and special education teachers instructing students at 10 junior high campuses within a metropolitan school district in North Central Texas. Responses to survey questions were analyzed using both frequency distributions and descriptive statistics. Overall, two major themes emerged from the study. First, respondents indicated a need for the information found in the instructional recommendations in a full and individual evaluation and reported accessing and utilizing this information to enhance classroom instruction. Second, the communication of this information can be improved, and special education teachers need to be involved in the transmission of this information in some way. Recommendations and limitations are also discussed.
The development of a model for early childhood-bilingual-bicultural teacher training with study and field experiences in a foreign country
(1978-05-30) Sittig, Claudia Guadalajara; Stone, Howard; Martin, B.E.; Spicola, Rose; McFarland, John W.; Brown, Sam Ed
Effectiveness of peer-assisted learning strategies on oral reading fluency for students with a learning disability
(2024-08) Farlow, Dawn Marie 1971-; Peterson-Ahmad, Maria; Keeley, Randa; Hurlbut, Amanda
The purpose of this study was to examine whether Peer-Assisted Learning Strategies (PALS) was an effective method for improving oral reading fluency (ORF) of students with specific learning disabilities (SLD) in familiar text, and whether the ORF skills acquired will generalize to unfamiliar text. Four elementary-aged students with SLD participated in the study. A multiple probe design across students was used to investigate the effectiveness of PALS with Words Correct Per Minute (WCPM) as the dependent variable across all conditions. Results indicated that PALS was an effective and efficient means of improving ORF for students as all students improved WCPM during the intervention condition and generalized ORF skills to unfamiliar text.
Effects of imitation therapy for non-verbal children with autism in Zambia
(2022-12-01T06:00:00.000Z) Peele, Muchinka; Gill, Cynthia B; Goo, Minkowan; Mehta, Jyutika
Imitation is a skill that emerges early to serve an important cognitive and social function in a child’s typical development (Ingersoll, 2011). Many children with autism (CA) have demonstrated deficits in imitation skills, and they show a general failure to understand relationships and communicate with other people (Heinmann et al., 2006). Problems with imitation in CA can hinder the development of communication which may later affect social learning. It is suggested that teaching imitation to CA leads to broader improvements in social functioning and other social-communication skills including language, pretend play, joint attention, and spontaneous gesture use (Ingersoll, 2008; Ingersoll & Schreibman, 2004)). Imitation therapy, an intervention developed by Zedler (1972), has been used for non-verbal children who did not imitate, and the results showed that imitation skills for the children improved, and verbalizations increased when the children were taught to engage in imitation (Gill et al., 2011). Unfortunately, there is no data available to demonstrate that this technique has been used with children in Zambia and, in fact, there is very little data or research on treatment of non-verbal children with autism in Zambia (Nyoni & Serpell, 2012; Kabali et al., 2019). This study attempted to ascertain preliminary data on the treatment of children in Zambia. It involved utilization of imitation therapy with three young children with suspected autism who were non-verbal. Effectiveness of the intervention was measured by counting the changes in the number of utterances, the different phonemes (speech sounds) produced, the number of non-verbal imitations, and the number of reciprocal verbal imitations. For these three children, an intense intervention using imitation therapy resulted in significant changes in all areas for the children. This preliminary study suggests that imitation therapy may be an effective intervention for non-verbal children in Zambia.

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