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PRINCIPALS WHO EXCEED DISTRICT STANDARDS: IMPROVING OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES
Title
PRINCIPALS WHO EXCEED DISTRICT STANDARDS: IMPROVING OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES.
Creator
Uhle, Thomas, Martin, Suzanne, University of Central Florida
Abstract / Description
A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected...
Show moreA phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
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Date Issued
2011
Identifier
CFE0004011, ucf:49155
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004011
PERCEPTIONS OF THE EMOTIONAL/BEHAVIORAL DISABILITY LABEL ON EDUCATORS' REFERRAL AND PLACEMENT DECISIONS TO GIFTED AND TALENTED PROGRAMS
Title
PERCEPTIONS OF THE EMOTIONAL/BEHAVIORAL DISABILITY LABEL ON EDUCATORS' REFERRAL AND PLACEMENT DECISIONS TO GIFTED AND TALENTED PROGRAMS.
Creator
Marrah, Charissa, Little, Mary, University of Central Florida
Abstract / Description
Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were...
Show moreSocio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) and gifted characteristics. Treatment case vignettes explicitly stated the students' disability label, socio-economic status, and ethnicity. Control case vignettes described of the student examined and did not mention the disability label, ethnicity, or socio-economic status of the student. After reading the case vignette, participants responded to a two-item questionnaire that explained their referral and placement decisions of the student described in the vignette. Participants responses to the two item questionnaire were indicated by selecting one of six choices: strongly agree, slightly agree, agree, disagree, slightly disagree, and strongly disagree. Reponses were the dependent variables being measured. A three-way factorial Analysis of Variance (ANOVA) was used to measure the differences in educators' referral and placement decisions based on a student's disability label, socio-economic status, and ethnicity. Results indicate educators' awareness of a students' disability label, socio-economic status, and ethnicity influence referral decisions. Implications are discussed and recommendations for future research are made.
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Date Issued
2007
Identifier
CFE0001777, ucf:47260
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001777
Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives
Title
Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives.
Creator
Serianni, Barbara, Dieker, Lisa, Marino, Matthew, Vasquez, Eleazar, Basham, James, University of Central Florida
Abstract / Description
Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often...
Show moreStudents with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby (&) Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, (&) Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
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Date Issued
2014
Identifier
CFE0005415, ucf:50435
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005415
Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders
Title
Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders.
Creator
Garland, Dennis, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Rosenberg, Michael, University of Central Florida
Abstract / Description
Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and...
Show moreDue to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe(&)#174;ConnectTM online conferencing platform. During the intervention, teachers increased their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.
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Date Issued
2013
Identifier
CFE0004847, ucf:49681
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004847