General Classroom Research Articles

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this broader special issue on the adaptation and individualization of evidence-based approaches for students with EBD is to consider innovations for tailoring multifactored interventions within tiered systems of support. In this article, we discuss potential ways that current tiered models may be strengthened using information and research strategies from developmental science to more rigorously link intervention to long-term outcomes of youth. We center this discussion on the concepts of developmental cascades and correlated constraints. We then present Tiered Systems of Adaptive Supports (TSAS) as a framework that is developmentally informed to guide individualized intervention. In this model, Tier 1 focuses on adapting general classroom strategies to support the routine daily functioning of all students; Tier 2 focuses on preventing the negative reorganization of a student’s developmental system; and Tier 3 focuses on promoting the positive reorganization of a student’s developmental system.

Inclusion of Signing Deaf or Hard-of-Hearing Students: Factors That Facilitate Versus Challenge Access and Participation

PurposePast studies have consistently indicated a need for improvements in inclusive educational practices. Many have focused on a single actor (e.g., the student), not taking into account the interactive nature of communication.MethodA qualitative study, involving multiple participants in two subject area general education high school classrooms, was completed to examine factors that promote versus challenge deaf or hard-of-hearing (DHH) students' access to communication and participation in classroom activities. Participants included four classroom teachers, two sign language interpreters, and three DHH students who used sign language as their primary mode of communication. Data consisted of eight 60- to 75-min in-class observations, two interviews, and three questionnaires. Data were analyzed using a participation framework of interaction as coordinated linguistic and nonlinguistic actions between multiple actors.ResultsDespite the availability of technological tools and sign language interpretation, DHH students had inconsistent access to classroom communication and lower participation than their hearing peers.ConclusionsThe results correspond to those of past studies, which suggest a research-to-practice gap that needs to be addressed if we are to see improvements in inclusive practices, particularly for students who use signed communication. Several recommendations are proposed in consideration of teacher, interpreter, and student as integral participants. Speech-language pathologists can participate in assessing whether inclusive education is meeting desired results and contribute to the development and implementation of necessary adaptations. Future studies are needed to systematically examine the efficacy of specific education and training programs.

Peningkatan Hasil Belajar Siswa Dalam Pembelajaran IPA Berbasis Mind Map di kelas III SD Negeri 07 Situjuh Gadang, Kabupaten Lima Puluh Kota

<span lang="IN">This research is motivated by the desire to improve the learning process that has been done with the aim of improving student learning outcomes by applying a Mind Map-based learning model to science subjects. This research is a classroom action research (PTK) using a qualitative approach conducted on students of class III at SD Negeri 07 Situjuh Gadang, Lima Puluh Kota. The problem being solved stems from the problem of practical learning in class in a professional manner. The procedure of conducting this research consists of two cycles that follow the basic principles of general classroom action research. The instrument of this research is the TK / SD supervisor as the observer and the writer himself as the planner and executor of learning in the classroom. The data obtained in this study were analyzed using qualitative data analysis which was analyzed starting from data collection to all data collected. From the results of data processing it was found that the application of Mind Map-based learning to third grade students at SD Negeri 07 Situjuah Gadang on natural science subjects could improve student learning outcomes.</span>

Impact of a Language and Literacy Training and Coaching Intervention on Early Childhood Outcomes in Low-Income Communities

We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and literacy instruction skills of preschool teachers and language and literacy skills of children. Analysis of 40 preschool classrooms and 199 preschoolers over 3 years of data collection identified improvements in general classroom environments and teachers' language and literacy practices. Preschoolers demonstrated improvements in alphabet knowledge, comprehension, phonological awareness, vocabulary, and oral language. Extension professionals elsewhere may use a similar approach to positively affect the achievement gap of at-risk children.

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Development of student understanding of nature of science, conceptual understanding, and scientific literacy on learning must be supported by proper learning process. An offline and online environment on mobile learning oriented with Nature of Science oriented learning can be considered to commit. Mobile-Nature of Science (Mobile-NOS) is suitable model of learning for this purpose. Evaluating the influence of Mobile-NOS model of learning application towards Students' understanding of nature of science, chemistry concept understanding, and scientific literacy on general chemistry learning are focus of this study. This study was carried out by posttest only control group design, in form of quasi experimental. There are 44 sample determined by saturated sampling technique of general chemistry students as population. Sample divided into two group equally, the experimental and control group. Data were collected by understanding nature of science questionnaire, scientific literacy test, and chemistry conceptual understanding test. Data was analyzed by independence sample t test. The result of the study showed that the application mobile-NOS model of learning make students better on understanding of nature of science, conceptual understanding, and scientific literacy

A study on the support needs of parents who have their children placed in full-time general classroom

A study on the support needs of parents who have their children placed in full-time general classroom

Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Achievement emotions among adolescents receiving special education support in mathematics

This study investigated mathematics-related achievement emotions among Finnish adolescents (N = 1379) receiving special education support (SEdS) in self-contained and general mathematics classrooms and receiving no mathematics SEdS through multilevel modeling. Mathematics performance, gender, and classroom size were controlled for. Adolescents receiving SEdS in general classrooms reported less enjoyment and pride and more anger, anxiety, shame, hopelessness, and boredom than those receiving SEdS in self-contained classrooms and those receiving no SEdS. In contrast, adolescents receiving SEdS in self-contained classrooms reported more enjoyment and pride and less anger, anxiety, and hopelessness than those receiving no SEdS. Furthermore, adolescents receiving no SEdS reported more anxiety, hopelessness, and boredom in general classrooms when the proportion of classmates receiving SEdS was higher. We discuss the practical implications for developing SEdS in relation to achievement emotions.

Improving Students’ Motivation In English Vocabulary Mastery Through Mobile Learning

The objectives of this research are to improve the students’ motivation through mobile phones as learning (m-learning) media in teaching vocabulary to improve students’ interest to start to give attention with their teacher in English vocabulary learning. The respondents of this research are students of the Information System study program. This Action Reseach is consists of two (2) cycles with five (5) actions in each cycle. In collecting the data, this research used multiple-choice as a test for English vocabulary mastery, observation to obtain data on students’ activities, field note to record about the general classroom situations, and questionnaires to obtain information from the students in the sense of a report about their English vocabulary learning through mobile learning media. Based on the data analysis of pre-test, post-test 1 in the first cycle, post-test 2 in the second cycle, the mean score is 61.37, 66.06, and 73.42. Then, the data analysis of the observation list in pre-cycle to the first cycle and the second cycle is 42.18%, 49.47%, and 70.97%. It supports the questionnaire data that more than 70% of the students agreed that mobile learning media could motivate them and increasing their English vocabulary mastery. The result of this research showed that Mobile Phone as Learning Media is effective in improving students’ motivation in English vocabulary mastery .

AVAILABILITY AND ADEQUACY OF LEARNING RESOURCES FOR IMPLEMENTING INCLUSIVE EDUCATION IN PUBLIC PRESCHOOLS IN BELGUT SUB-COUNTY, KENYA

Inclusive education increases access and participation of children with special needs in the general classrooms. This study investigated the influence of availability and the adequacy of learning resources on the implementation of inclusive education in public preschools in Belgut Sub-County. The study adopted Social Model Disability Theory (1975). The study used descriptive survey research design. The study population comprised of 160 preschool teachers and 65 primary head teachers. The sample size for the study was 113 preschool teachers and 56 head teachers. Data for the study was collected using an observation checklist, pre-school teachers’ and the primary school head teachers’ questionnaires. Data was analysed with the help of statistical package for social sciences (SPSS) and the study findingswere presented in frequency distribution tables and percentages. The study findings revealed that most of preschools in Belgut Sub-County lacked adequate essential learning resources such as large print books braille machines, and hearing aids. The study concluded that unavailability and inadequacy of teaching and learning materials hamper proper implementation of inclusive education in public preschools in Belgut Sub-County. Hence, the study recommended that the Ministry of Education should allocate more funds to public preschools to enable the head teachers purchase adapted learning resources. Article visualizations:

Physics Language Anxiety among Students in Introductory Physics Course

In this research an instrument was developed to measure students’ anxiety about the jargon of physics. Levels of anxiety were then compared with student content performance and general classroom anxiety. Anxiety levels were also compared based on students’ language of origin (native vs. nonnative English speaking students). Statistical analyses indicated that the created instrument was reliable and that a larger percentage of students admitted that the vocabulary of physics creates anxiety in their physics learning and that fear of communication apprehension was prevalent than fear of peer evaluation. There was a negative but small correlation between anxiety about physics vocabulary and student course performance. The correlation between anxiety about physics vocabulary and general classroom anxiety was moderate. There was no significant difference in levels of anxiety between native and nonnative English-speaking students. A comparison between results of this research and previous studies (theories) sheds more light into the implications for conducting studies relating to academic anxiety.

12 Myths and Facts about Physical Education for Students with Disabilities

According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help general physical education and classroom teachers. Lastly, this article will provide suggestions for teachers to get involved in the IEP process and be a valuable member of the team to ensure a high quality of physical education for all students.

Learning Opportunities of Monolingual and Multilingual kindergarteners and their Early Literacy and Executive Functioning Development

ABSTRACT Nowadays, classrooms include children coming from a wide range of cultures and speaking different languages. Teachers are therefore challenged to create appropriate learning opportunities for very diverse children. The current study examined the unique contribution of general classroom interaction, individual teacher-child interactions and behavioral engagement, on early literacy and executive functioning development of monolingual and multilingual kindergartners. Nineteen classrooms were followed for one school year. On three occasions teacher and children were observed for teacher-child interactions and the children were assessed on engagement, early literacy and executive functioning. Research findings: The results show that learning outcomes of both multilingual and monolingual children were positively associated with high engagement in large groups and frequent interactions with the teacher. Furthermore, monolingual children’s favorable academic outcomes were predicted by complex interactions; multilingual children’s favorable outcomes were predicted by low classroom organization. Practice or policy: The present study emphasizes the importance of recognizing the differences between monolingual and multilingual children in their needs in the classroom, as well as recognizing that these groups might be unjustifiably exposed to different educational experiences, in order to optimize the learning opportunities for all children, regardless of their language background.

Engaged Listening Experiences: A World Music Sampler

As the U.S. population has become significantly more culturally diverse, many music educators have acknowledged the necessity to implement culturally diverse musics in music curricula. One of the challenges in teaching culturally diverse musics is designing a balance between performing-based activities and other activities such as listening, improvising, and composing activities. Despite the importance of developing students’ listening skills, listening lessons are still relatively deficient within the context of world musics. Therefore, we provide general music teachers with engaged listening strategies for implementing world music lessons in music classrooms. The lessons provided in this article are appropriate for upper elementary and secondary general music classrooms.

Intersectional Identities and Teaching Practice in an Elementary General Classroom: A Case Study of a Plurilingual Teacher Candidate

ABSTRACT This study examines how an ethnic Korean teacher candidate’s professional disposition and teaching in an elementary mainstream classroom were influenced by her identity variables at the intersection of privilege and marginalization. The findings demonstrate the participant’s identity negotiation through her past ethnolinguistic histories in China and current teacher preparation contexts in the United States. Despite her positive professional disposition for English-language learners, the participant faced inner tensions regarding her social class at a high-poverty urban school. Further, the participant encountered contextual tensions between the English-only approach and her desires in enacting her and students’ plurilingual identity as resources. The findings point to the importance of supporting plurilingual teachers’ teaching to recognize and cultivate the plurilingualism in English-only mainstream classrooms. Further research is needed to contextualize the intersectionality of plurilingual teacher identity with language learning and teaching, as a theory and methodology.

Do Deaf Learners Reach the Necessary Linguistic Comprehension?

ABSTRACTThe advance of new hearing technologies has generated high expectations regarding the development and learning of deaf children, but little research has been done on the language levels of this generation of deaf learners who receive education at the same pace as their hearing peers. The aim of this study was to examine the relationships between academic competence (AC) in Spanish Literacy and Mathematics and linguistic comprehension of deaf Spanish students who are attending Primary Education in general classrooms. Scores on lexical and grammatical comprehension showed that most of them were below their chronological age, and the age gap was greatest for grammatical comprehension. Results showed significant differences both in lexical and grammatical levels when comparing deaf students with different levels of AC. Probing deeper into the relation between grammatical comprehension and AC, certain types of complex grammatical structures have been found related with a better Spanish Literacy. The intervention in linguistic competence should be included in a general programme of intervention in oral and written language.

Co-teaching: Equity for English Learners?

This study adds to the current understanding of co-teaching in rural school systems, specifically its use to equitably serve the needs of English learners (ELs). The authors investigated one western U.S. rural district’s implementation of a co-teaching model where general classroom teachers shared teaching responsibilities with an English as a second language (ESL) teacher in a secondary school setting. Research has long shown traditional pull-out models for teaching ELs are not the most effective because there is often a disconnect between what is happening in the mainstream classroom and what is happening in the pull-out placement. This quantitative study included observations of 20 co-taught classes during 400 minutes of classroom instruction to measure fidelity to the district’s co-teaching model. This article details the extent to which teachers utilized specific co-teaching strategies. It also reports on the quantity of teacher-student interactions in general and relative to ELs and non-ELs. Observations revealed that EL students worked primarily with the language specialist, and most of those interactions took place in the context of individualized support. Implications regarding equity and opportunity to learn academic content for both EL and non-EL students are discussed.

The Impact of Vocabulary Based Retention Strategy of Mind Mapping in ESL Classroom

This research was performed in an Arts and science college of Indian ESL learners to explore the impact of mind mapping of vocabulary based retention strategy use. First year general English students were chosen. An experimental method was conducted; forty students have been taken as the subject. They were subjected to therapy in which the use of mind mapping approach instructed vocabulary selection through miming. The findings of the post-test acquired through the SPSS software showed at the end of instructions find that students can retain the words what they learned before. The findings of a delayed post-test after sometime disclosed that the long-term impact of the mind mapping approach was considerably effective in retaining the vocabulary by ESL learners in teaching this activity. One significant pedagogical implication of this research is that a more focused mind mapping approach of vocabulary can be very efficient at the general English classroom of ESL learners.

Learning to prepare hauling systems for rope rescue

ABSTRACTCorrect rope rescue techniques are critical for safey. These tasks can be anxiety provoking yet it is not clear how anxiety affects learning. An anxious environment was created by practising difficult skills at height. Participants practised preparing rope rescue hauling systems in a general classroom setting (Low practice group) or trained at a 14m height (High practice group). Retention tests to assess learning were completed one week later. All participants were tested at height and in the classroom. Movement time and a performance checklist were recorded. Perceived anxiety was measured with a Likert scale. Performance during practice was worse for the High practice group compared with the Low practice group. Perceived anxiety decreased with practice. During retention, anxiety was greater when performing at height. Movement time was longest for the complex system when performing at height. Training at height does not influence this effect.

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

ABSTRACTThis paper reports an evaluation of a pilot programme of workplace music mentoring for generalist classroom teachers in eleven early childhood education settings in Australia. Mentoring in the arts in general and in music specifically is still under-researched despite a body of literature on approaches to mentoring, and descriptions of mentoring practices and outcomes. The pilot programme was created to increase access to music education for Australian children through establishing mentoring relationships between experienced specialist music teachers and generalist classroom teachers. The programme aimed to address a lack of music training during undergraduate teacher preparation and a perceived lack of confidence in music teaching and singing amongst generalist classroom teachers. The evaluation included semi-structured interviews with ten principals, seven mentors and nineteen mentees regarding their experiences. Three researchers conducted the thematic analysis of transcripts independently and refined the emerging themes through iterative discussions. Findings demonstrate that the workplace music mentoring delivered positive outcomes, enriching schools’ music curricula, structuring locally relevant programmes, building resources, teacher music skills and confidence, and impacting positively on student learning and behaviour. This in-situ longitudinal mentoring model expands on traditional approaches to professional development for in-service teachers of music through a collaborative self-development approach.