Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Exceptional Children | 6 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
Education Level
| Secondary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| High Schools | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
Audience
Location
| Minnesota | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Direct linkRuppar, Andrea L.; Gaffney, Janet S.; Dymond, Stacy K. – Exceptional Children, 2015
The purpose of this qualitative study was to examine the influences on special education teachers' decisions about literacy for their students with severe disabilities. With the use of multiple case study and grounded theory methodologies, four middle and high school special education teachers were purposefully selected to participate in…
Descriptors: Qualitative Research, Secondary School Students, Literacy Education, Severe Disabilities
Faulkner, Valerie N.; Crossland, Cathy L.; Stiff, Lee V. – Exceptional Children, 2013
This study investigated the extent to which student performance and teacher perception of student performance affect placement in eighth-grade mathematics classes for students with disabilities. Authors used the Early Childhood Longitudinal Study--Kindergarten dataset to investigate how each of the following factors predicted placement in…
Descriptors: Disabilities, Algebra, Mathematics Instruction, Academic Achievement
Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 2011
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…
Descriptors: Individualized Education Programs, Oral Reading, Beginning Reading, Learning Strategies
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Exceptional Children, 1986
This meta-analysis investigated the effects of formative evaluation procedures on student achievement. Twenty-one controlled studies generated 96 relevant effect sizes (average weighted effect size .70). Magnitude of effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior…
Descriptors: Academic Achievement, Behavior Modification, Comparative Analysis, Elementary Secondary Education
Martin, James E.; van Dycke, Jamie L.; Christensen, W. Robert; Greene, Barbara A.; Gardner, J. Emmett; Lovett, David L. – Exceptional Children, 2006
This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the…
Descriptors: Student Participation, Special Education Teachers, Individualized Instruction, Individualized Education Programs
Peer reviewedMarston, Douglas – Exceptional Children, 1988
For 83 low-achieving elementary students, predictions of future performance were computed on the basis of reading and written expression data and were subsequently compared to actual data. Analyses indicated that predictions were more accurate when the data had been graphed on equal interval graphs rather than semilogarithmic charts. (Author/JDD)
Descriptors: Academic Achievement, Comparative Analysis, Disabilities, Elementary Education
