Special Education

The purpose of this qualitative case study was to explore the use of constructivist teaching practices by elementary special education teachers, factors that influence implementation, and how these practices support the inclusion of children with disabilities. Author: Catherine A. Cardenas, Northcentral University.

Descriptive and exploratory study studied the activities, processes, and outcomes of ECB that followed King’s case study (2002) fifteen years later. Author: Camille L. Sterner Sampers, University of Minnesota.

Qualitative study explored high school teachers’ instructional strategies for improving literacy across the content areas for ninth grade students with learning disabilities. Author: Frances V. Diggs, Hampton University.

The purpose of this quantitative study was to investigate sources of occupational stress for directors of special education within the state of Indiana. Author: Amy Sue Blake, Indiana State University.

Study evaluated a model of parent involvement in secondary special education and transition planning and identified motivators affecting a parent’s decision to become involved. Author: Kara A. Hirano, University of Oregon.

The purpose of this multiple case study was to gain insight and understanding of factors that contribute to special education teacher attrition within an urban school district in Mississippi. Author: Denise Lewis, Northcentral University.

Quantitative correlation study attempted to determine what relationships exited between the disproportionate enrollment of students with disabilities, the Arizona Instrument to Measure Standards (AIMS) assessment scores, and exclusionary enrollment practices towards students with disabilities in Arizona Charter Schools. Author: Patricia Irene Alley, Northcentral University.

Basic qualitative study surrounding the perceptions of special education teachers on the design and implementation of the teacher evaluation process. Author: Reina Anfone Guartico, The George Washington University.

The purpose of the present study is to compare general and special education teachers' knowledge of special education procedures and law and to examine the relationship between that knowledge and teaching self-efficacy, as well as the effect of the number of years teaching, teachers' level of education and current teaching assignment on the relationship. Author: Alyssa Jennifer Dretchen-Serapiglia, Fairleigh Dickinson University.

The purpose of this quantitative, multiple linear regression, non-experimental, research study was to determine how job embeddedness, a higher-order factor, could be applied as a predictor of special education teacher retention and whether it is a better predictor of retention than collegial and administrative support in the K-12 public school system in the United States. Author: April M. Burke, Northcentral University.