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Sustaining Evidence-Based Practices by Graduated Special Educators of Students with ASD: Creating a Community of Practice
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Hall, Laura J. – Teacher Education and Special Education, 2015
Supporting special educators' sustained use of evidence-based practices (EBPs) is a priority for the field. In this study, the authors used multiple measures to evaluate the first graduated cohort from a university program 6 years after graduation with a master's degree with a specialization in autism, and at least 8 years working as…
Descriptors: Evidence, Communities of Practice, Sustainability, Special Education Teachers
How Are Colleges and Universities Preparing Reading Specialist Candidates for Leadership Positions in the Schools?
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Wepner, Shelley B.; Quatroche, Diana J. – Reading Horizons, 2011
This article reports on the results of 11 interviews conducted as a follow-up to a survey that examined the perceptions of university faculty regarding the importance of graduate programs preparing reading specialists for leadership roles. The results of the interviews indicate that programs require a leadership course that has reading specialist…
Descriptors: Higher Education, Colleges, Universities, Reading Consultants
A Follow-Up Study of William Paterson College M.Ed. in Reading Program Graduates 1983-1987.
Comstock, Barbara G.; Feeley, Joan T. – 1988
In order to evaluate the M.Ed. in Reading Program at William Paterson College (New Jersey), a study surveyed 56 recent graduates of the program for their responses to three questions: (1) How do graduates evaluate the total program and its components? (2) How "professional" are the graduates? and (3) How well do graduates do in the…
Descriptors: Educational Research, Followup Studies, Graduate Study, Higher Education
A 10-Year Follow-Up Survey of Programs and Services for Students with Learning Disabilities in Graduate and Professional Schools.
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Ganschow, Leonore; Coyne, Jennifer; Parks, Allen W.; Antonoff, Stanley J. – Journal of Learning Disabilities, 1999
A 10-year follow-up study compared programs and services for students with learning disabilities (LD) in 173 graduate and professional schools between 1985 and 1995. Significant changes include a higher level of awareness about LD, evidence of greater compliance with Section 504, and improvement of services available. (Author/CR)
Descriptors: Academic Accommodations (Disabilities), Compliance (Legal), Doctoral Programs, Educational Legislation