The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh-and eighth-grade students with learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, and autism spectrum disorder participated in the study. The authors collected data on the number of words, sentences, transition words, essay parts, and holistic writing quality score across (a) baseline (writing on the computer without the CBGO), (b) CBGO-use phase (writing on the computer with the CBGO), and (c) maintenance (writing on the computer without the CBGO). In a visual analysis, all participants improved the quality of their writing, and the majority of students also increased the quantity of their writing. Student interview data are presented to discuss the social validity of this innovative technology-based intervention.

The aim of the present study was to examine elementary and middle school students' (N = 49) perceptions of their gifted and talented program using eight focus group interviews. Qualitative analyses revealed several themes regarding students' academic and social-emotional functioning and how teachers influenced students' experiences within their gifted program. Findings indicated that there were differences between elementary and middle school students' perceptions of how the gifted program affected their academic and social-emotional functioning. Suggestions for educators are provided about the importance of understanding gifted students' experiences of schooling to support the development of these students within gifted and talented programs.

The aim of this study was to examine college students' perceptions of social networking in the United States. A secondary purpose was to determine whether differences in gender and age were prevalent. One hundred and twenty eight (N = 128) students were surveyed online. Data showed that social networking was helpful for communication, information gathering, and that it positively influenced their academic work. However, students also reported that social networking had a negative impact on their social interactions, emotional health and work completion, with younger participants reporting greater negative effects of social networking on work completion. Students also reported that social networking can be addictive, distractive, and a threat to their privacy. Although no significant gender differences emerged in students' perceptions, numerically females viewed social networking in more positive terms. Educational implications and future directions for research are discussed.

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K-12 teachers during professional development training.

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