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Righting Past Wrongs: A Superintendent's Social Justice Leadership for Dual Language Education along the U.S.-Mexico Border
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DeMatthews, David; Izquierdo, Elena; Knight, David S. – Education Policy Analysis Archives, 2017
The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one…
Descriptors: Superintendents, Administrator Role, Hispanic American Students, Bilingual Students
Teachers' Understandings, Perspectives, and Experiences of Dyslexia
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Worthy, Jo; DeJulio, Samuel; Svrcek, Natalie; Villarreal, Doris Ann; Derbyshire, Christine; LeeKeenan, Kira; Wiebe, Molly Trinh; Lammert, Catherine; Rubin, Jessica Cira; Salmerón, Cori – Literacy Research: Theory, Method, and Practice, 2016
Dyslexia policy and practice have been rapidly outpacing research. Due to legislation and media attention, schools are under pressure to attend to dyslexia, but research provides few clear answers about characteristics, identification, or instruction. Most dyslexia research takes place outside literacy education, and teachers' perspectives are…
Descriptors: Dyslexia, Public School Teachers, Teacher Attitudes, Teacher Responsibility
Addressing the Needs of Adolescents with Autism Spectrum Disorder: Considerations and Complexities for High School Interventions
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Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Fan, Hannah; Gustafson, Jenny R. – Exceptional Children, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
Addressing the Needs of Adolescents with Autism Spectrum Disorder: Considerations and Complexities for High School Interventions
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Kucharczyk, Suzanne; Reutebuch, Colleen K.; Carter, Erik W.; Hedges, Susan; El Zein, Farah; Gustafson, Jenny R. – Grantee Submission, 2015
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and complexities associated with delivering and combining evidence-based interventions to meet the…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Student Needs
A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention
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Sims, Regina – ProQuest LLC, 2013
The local school district in the current study was struggling to meet adequate yearly progress (AYP) targets in reading because secondary students were scoring below the basic level in reading and their content area teachers had little or no training in reading deficiencies. What had been speculated, yet never tested, was the utility of teacher…
Descriptors: Case Studies, Secondary School Teachers, Knowledge Level, Program Implementation
Serving Clientele with Disabilities: An Assessment of Texas FCS Agents' Needs for Implementing Inclusive Programs
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Peterson, Rick L.; Grenwelge, Cheryl; Benz, Michael R.; Zhang, Dalun; Resch, J. Aaron; Mireles, Gerardo; Mahadevan, Lakshmi – Journal of Extension, 2012
This article reports on a qualitative study to assess Texas Family Consumer Science (FCS) Extension professionals' experiences working with individuals with disabilities and their perceived skills in promoting and delivering inclusive educational programming for this audience. Study results indicate that overall Extension educators viewed…
Descriptors: Extension Education, Disabilities, Qualitative Research, Inclusion