NotesFAQContact Us
Collection
Advanced
Search Tips
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 14 results Save | Export
Ohio Department of Education, 2023
State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education…
Descriptors: Children, Disabilities, Special Education, Program Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Brock, Matthew E.; Dynia, Jaclyn M.; Dueker, Scott A.; Barczak, Mary A. – Focus on Autism and Other Developmental Disabilities, 2020
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Theory Practice Relationship
Edgerton, Adam K. – Center on Standards, Alignment, Instruction, and Learning, 2019
Is the Common Core really "dead"? Though no longer called the Common Core in our three study states, the "new" college-and-career readiness standards still guide much of education policy in Texas, Ohio, and Kentucky. In our new feature article in "Educational Researcher," lead author Dr. Laura Desimone, along with…
Descriptors: Common Core State Standards, College Readiness, Career Readiness, Educational Policy
State, Talida M.; Harrison, Judith R.; Kern, Lee; Lewis, Timothy J. – Journal of Positive Behavior Interventions, 2017
Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student-teacher…
Descriptors: High School Students, Emotional Problems, Behavior Problems, Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Pak, Katie; Desimone, Laura M.; Parsons, Arianna – Education Policy Analysis Archives, 2020
Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed…
Descriptors: Professional Development, School Districts, Educational Policy, Academic Standards
Peer reviewed Peer reviewed
Direct linkDirect link
Murray, Mary M.; Mereoiu, Mariana – Journal of Further and Higher Education, 2016
This manuscript describes a statewide initiative to implement a training model for educators and parents of children with disabilities in more than 90 public school districts and 20 higher education institutions. The proposed model was designed to facilitate positive changes among families, teachers and administrators by increasing their…
Descriptors: Parent Teacher Cooperation, Partnerships in Education, Teacher Education Programs, Models
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Edgerton, Adam K.; Desimone, Laura M. – AERA Open, 2018
Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict…
Descriptors: Teacher Attitudes, Program Implementation, College Readiness, Career Readiness
Edgerton, Adam K.; Desimone, Laura M. – Grantee Submission, 2018
Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict…
Descriptors: Teacher Attitudes, Program Implementation, College Readiness, Career Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Tefs, Michael; Telfer, Deborah M. – Journal of Special Education Leadership, 2013
"Moving Your Numbers", a technical assistance and dissemination initiative begun in 2010 by the National Center on Educational Outcomes, described the work of 10 school districts that were using assessment and accountability to increase performance for students with disabilities as part of their overall district reform and improvement…
Descriptors: School Districts, Educational Assessment, Accountability, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Donnelly, John E. – College and University, 2010
Early alert strategies are an increasingly common way to address students' ongoing needs for greater academic and social engagement by enabling a positive campus environment and appropriate academic support; Kuh et al. find these to be necessary engagement conditions. Young and Fry show the benefits of student metacognition, or awareness of…
Descriptors: Metacognition, Underachievement, Ability Identification, Intervention
Rahamin, Robert – 1997
A study investigated the perceptions of 78 special education teachers in Ohio about the implementation of a community-based, functional curriculum for students with severe disabilities. Teachers responded to a survey on their beliefs, perceptions about educational outcomes, levels of state and local support from educational agencies, how parents…
Descriptors: Curriculum Design, Elementary Secondary Education, Outcomes of Education, Program Effectiveness
Binion, Mary; And Others – 1989
This handbook provides suggestions useful in implementing supplemental services to children with handicaps in regular classrooms in Ohio. The information is organized into two major parts: administrative considerations and teacher considerations. Administrative considerations focus on the definition of a supplemental services program, determining…
Descriptors: Delivery Systems, Disabilities, Educational Methods, Elementary Secondary Education
Ohio State Dept. of Education, Worthington. Div. of Special Education. – 1990
The eight goals and the corresponding strategies outlined in this document reflect Ohio's special education plan for the 1990's. The goals are based on Ohio's mission of special education for students with handicaps, which is to prepare each student to be a contributing member of society by providing high-quality programs, research, and services…
Descriptors: Change Strategies, Disabilities, Educational Objectives, Educational Planning
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Ysseldyke, James E. – California School Psychologist, 2005
Responsiveness-to-intervention (RTI) is the front-running candidate to replace current practice in diagnosing learning disabilities, but researchers have identified several questions about implementation. Specific questions include: Are there validated intervention models? Are there adequately trained personnel? What leadership is needed? When…
Descriptors: Civil Rights, Intervention, Learning Disabilities, Parent Participation