Specialized Instruction within General Education: A Case Study of One Elementary School

Jenkins, James J.; Leicester, Norma

doi:10.1177/001440299205800610

Cited by 13 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Baker and Zigmond (1990), as well as others (Gersten, Darch, Davis, & George, 1991;Jenkins & Leicester, 1992), have recognized that considerable effort is needed to provide appropriate educational services for students with learning disabilities who are mainstreamed into general education settings. The teachers in this study taught in a large urban school district.…”

Section: Discussionmentioning

confidence: 99%

Middle School Teachers' Planning for Students with Learning Disabilities

Vaughn

Schumm

1994

Remedial and Special Education

View full text Add to dashboard Cite

The flow of the planning process model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for students with learning disabilities who were mainstreamed into their general education classes. Data were collected from interviews, classroom observations, free-flowing commentary of their lesson plans (think alouds), teachers' planning, videotaped teaching episodes, stimulated recalls, rating scales, and open-ended questions. data analysis revealed that content coverage, classroom/student management, and interest/motivation of the individual student are themes that guide teachers' planning. Teachers' practices and comments reflected little discourse pertaining to knowledge acquisition or planning for students with learning disabilities.

show abstract

Section: Discussionmentioning

confidence: 99%

Middle School Teachers' Planning for Students with Learning Disabilities

Vaughn

Schumm

1994

Remedial and Special Education

View full text Add to dashboard Cite

show abstract

“…Furthermore, some teachers seem to be eager to implement new practices and others more reluctant. That teachers vary considerably in the extent to which they implement new practices is well documented (e.g., Englert & Tarrant, 1995;Gersten, Morvant, & Brengelman, 1995;Jenkins & Leicester, 1992;Vaughn et al, 1998). This is not surprising because sustaining practices in other disciplines such as health is also routinely very low (Vaughn, Klingner, & Hughes, in press).…”

Section: As the Number Of Students With Learning -Z S The Number Of Students With Learningmentioning

confidence: 99%

Sustaining Research-Based Practices in Reading

Klingner

Vaughn

Hughes

et al. 1999

Remedial and Special Education

View full text Add to dashboard Cite

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.

show abstract

“…Understanding the contextual factors that influence a classroom teacher's decisions is critical when implementing new instructional strategies and methods (Jenkins & Leicester, 1992). Thus, this second component goes beyond acquiring the competencies outlined in the previous section to thoughtfully applying this knowledge within the classroom.…”

Section: Program Component 2: Professional Decision Makingmentioning

confidence: 99%

Renovating and Refurbishing the Field Experience Structures for Novice Teachers

Little

Robinson

1997

J Learn Disabil

View full text Add to dashboard Cite

Teacher education at both the preservice and the inservice level has been criticized for not adequately preparing teachers for the demands and challenges in the classrooms of today, or for the future. This article describes a federally funded project awarded through the Office of Special Education Programs. The intended outcome was to improve the knowledge and application of professional skills and competencies for both preservice teachers (student teachers) and inservice teachers (supervising master teachers) through continuous, focused staff development, reflection, discussion, and coaching. The project focused attention on three related issues: (a) the role and training of the supervising and/or master teacher, (b) better partnerships between teacher preparation programs and the public schools, and (c) the effects of school structure on teachers' continued professional growth. This article describes the program planning, goals, activities, components, and impact of this personnel preparation project.

show abstract

Specialized Instruction within General Education: A Case Study of One Elementary School

Cited by 13 publications

References 6 publications

Middle School Teachers' Planning for Students with Learning Disabilities

Middle School Teachers' Planning for Students with Learning Disabilities

Sustaining Research-Based Practices in Reading

Renovating and Refurbishing the Field Experience Structures for Novice Teachers

Contact Info

Product

Resources

About