This program evaluation study was designed to investigate the effects of the placement of students with severe disabilities in general education versus special education classes. Sixteen elementary education programs in California participated. Eight represented the "full inclusion" model of integration, and eight represented the special class model. Two students were selectedfrom each program, with one ofthe students experiencing more disability and the other student experiencing less disability. A number ofkey program quality and student outcome variables were measured and, except for an analysis of the individualized education plans (IEPs) of participating students, all measures were based on observations ofstudents in their school programs. The data were analyzed within disability levels. The results indicated that there were differences for the students who were fully included and those who attended special education programs on measures of IEP quality and in the emphasis given to various curricular areas addressed by the educational objectives. In addition, there were differences in their levels of engagement in the activities of the school day, the type of activities in which they were engaged, the type and level of participation in integrated school environments, and the degree to which they initiated and engaged in social interactions with peers and adults.
This single-case study examined frank disclosure of important topics in a brief exploratory psychotherapy, including topics closely related to a recent, unintegrated stressor life event. Quantitative measures of emotion and control variables showed heightened levels of both emotionally and defensive control during discourse on the topic of the stressor event. In future studies, such measures of verbal and nonverbal signs of emotional expression and defensive control might be used to identify topics in an unresolved state.
Although numerous research studies have focused on issues related to the teaching of statistics, few studies have focused on the training of people who may become statistics teachers. The purpose of this study was to examine doctoral students' preparation in statistics in the field of education. A national survey was conducted of twenty-seven quantitative methods (QM) programs. One QM professor from each program was identified and asked to describe and evaluate the training of QM and non-QM doctoral students at his or her institution. The vast majority of professors indicated that most or all of the students in their QM programs received training in the "old standard" procedures --ANOVA, multiple regression, and traditional multivariate procedures, whereas fewer than half of the professors indicated that most or all of their QM students received training in more recent procedures such as bootstrapping and multilevel models. Professors were also asked to rate the skills of their QM students in areas such as mathematical statistics and computing on a scale from "Weak" to "Strong." Most professors gave high ratings to their QM students' skills with statistical packages, but gave much more mixed ratings of their QM students' training in mathematical statistics. Nearly half of the professors thought that most of their QM students could have benefited from one or two additional statistics courses. Results are discussed in terms of training future doctoral students.
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