A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.

A common message related to education of late is one of overwhelming dissatisfaction with our schools. Low test scores, high dropout rates, teenage pregnancy, and drug abuse are just some of the social phenomena cited in support of the argument that our schools are unable to meet the needs of today's youth. In efforts to reform or renew schools, state legislators have enacted laws and passed new requirements for teacher preparation and certification programs, individuals have pushed for higher levels of accountability through testing of both teachers and students, parents and other special interest groups have lobbied for inclusion of specific curriculum and instructional practices in the school day, and educational researchers have conducted investigations into selected phenomena in a search for answers, and at times, have arrived at schools with packaged programs believed to target ongoing problems. But school reform will not happen solely through such splintered, isolated attempts at change. One process that could ameliorate this fragmented approach to change and address current needs of the schools is an open forum

Student perceptions of IEPs compared to actual document content

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA &MEC