Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed.

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Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty

A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities

THE STUDY was designed to investigate the effect of two repeated reading procedures on second-grade transitional readers' (Chall, 1983) oral reading performance with practiced and unpracticed passages. Seventeen transitional readers were selected on the basis of average or better decoding ability but below-average reading rate and were assigned to one of two types of repeated reading training, using either a read-along procedure or independent practice. Results showed that transitional readers' rate, accuracy, comprehension, and prosodic reading (reading in meaningful phrases) were significantly improved by repeated reading practice regardless of the training procedure employed. Gains in repeated reading of practiced passages transferred to unpracticed, similar passages; however, practice on a single passage was not as effective as practice on a series of passages. Prosodic reading was most facilitated by the read-along procedure.

Effects of Repeated Reading on Second-Grade Transitional Readers' Fluency and Comprehension.

Apprenticeship is one of the earliest forms of learning by doing, where a student learns a task, such as weaving, masonry, or even thinking under the tutelage of an expert. Skill and knowledge development in apprenticeship can cross several disciplines, but is always set in the context of the authentic activity of solving the larger task at hand. A skill like masonry, therefore, may require knowledge of some aspects of geology, geometry, basic mathematics, structural engineering, etc. Similarly, the development of logical thought by Plato’s students was always set in the context of the larger philosophical debate and in developing rhetorical skills. Thus the larger task, the construction task, provides an organizing and unifying role and a purpose for learning.

Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning

Fluency: The neglected reading goal.

Chapter 1 -- Disabilities and Special Education: Making a Difference DISABLITY AND SOCIAL JUSTICE DISABLITIES AND STUDENTS MAKING A DIFFERENCE THROUGH SPECIAL EDUCATION EMERGING TRENDS: DIFFERENTIATING FOR ALL SUMMARY Chapter 2 -- Individualized Special Education Programs: Planning and Delivering Services ACCESS TO THE GENERAL EDUCATION CURRICULUM SETTINGS, SERVICES, AND PERSONNEL THE IEP PROCESS TOOLS FOR INDIVIDUALIZED PROGRAMS EVALUATING PROGRESS AND REVISING PROGRAMS SUMMARY Chapter 3 - Cultural and Linguistic Diversity WHERE WE'VE BEEN ... ON THE HORIZON CULTURAL AND LINGUISTIC DIVERSITY DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING DIVERSE STUDENTS WITH DISABILITIES TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 4 - Speech or Language Impairments WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON SPEECH OR LANGUAGE IMPAIRMENTS DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH SPEECH OR LANGUAGE IMPAIRMENTS TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 5 - Learning Disabilities WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON LEARNING DISABILITIES DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH LEARING DISABILITIES TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY CHAPTER 6 - ATTENTION DEFICIT HYPERACTIVITY DISORDER WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON ATTENTION DEFICIT HYPERACTIVITY DISORDER DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH ADHD TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 7 -- Emotional and Behavioral Disorders WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON EMOTIONAL OR BEHAVIOR DISORDERS DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 8 -- Intellectual Disabilities or Mental Retardation WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON INTELLECTUAL DISABILITIES OR MENTAL RETARDATION DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH INTELLECTUAL DISABILITIES TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 9 -- Physical or Health Disabilities WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON PHYSICAL AND HEALTH DISABILITIES DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH PHYSICAL AND HEALTH DISABILITIES TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 10 -- Deaf and Hard of Hearing WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON DEAFNESS AND HARD OF HEARING DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH HEARING LOSS TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 11 -- Low Vision and Blindness WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON LOW VISION AND BLINDNESS DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH VISUAL LOSS TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 12 -- Autism Spectrum Disorders WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON AUTISM SPECTRUM DISORDERS (ASD) DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH ASD TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 13 -- Very Low Incidence Disabilities: Multiple-Severe Disabilities, Deaf-blindness, and Traumatic Brain Injury WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON CHARACTERISTICS OF MULTIPLE-SEVERE DISABILITES PREVALENCE CAUSES AND PREVENTION CHARACTERISTICS OF DEAF-BLINDNESS PREVALENCE CAUSES AND PREVENTION CHARACTERISTICS OF TBI PREVALENCE CAUSES AD PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING STUDENTS WITH LOW INCIDENCE DISABILITIES TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY Chapter 14 -- Giftedness and Talents WHERE WE'VE BEEN ... WHAT'S ON THE HORIZON? GIFTEDNESS AND TALENTS DEFINED CHARACTERISTICS PREVALENCE CAUSES AND PREVENTION ASSESSMENT EARLY INTERVENTION TEACHING GIFTED AND TALENTED STUDENTS TRANSITION COLLABORATION PARTNERSHIPS WITH FAMILIES AND COMMUNITIES SUMMARY

Introduction to Special Education : Making a Difference

Teaching Students With Learning and Behavior Problems

Each chapter ends with 'Concepts and Controversy,' 'Summary,' and 'Supplementary Resources.' Preface. Instructors Section. 1.Context of Special Education. A Personal Perspective: Lilly Cheng and the Starfish Story. Disabilities Defined. Special Education Defined. History of Special Education. Legislation. Litigation to Interpret and Define Idea. Prevalence of Children with Special Needs. Outcomes and Results of People with Disabilities. 2.IFSP, IEP, ITP: Planning and Delivering Services. A Personal Perspective: Multidisciplinary Team Members Share Their Thoughts About the IEP Process. Special Educational Services. Individualized Special Education Programs. 3.Multicultural and Bilingual Special Education. Personal Perspective: A Bilingual Education Experience Gone Right. Multicultural and Bilingual Special Education Defined. History of the Field. Prevalence. Causes and Prevention of Disabilities in Diverse-Students. Exceptional Culturally and Linguistically Diverse Children. Educational Interventions. Families. Technology. 4.Learning Disabilities. A Personal Perspective: College Students with Learning Disabilities Speak Out. Learning Disabilities Defined. History of the Field. Prevalence. Causes and Prevention. Children with Learning Disabilities. Educational Interventions. Families. Technology. 5.Speech or Language Impairments. A Personal Perspective: A Parents View of a Speech Impairment. Speech or Language Impairments Defined. History of the Field. Prevalence. Causes and Prevention of Speech or Language Impairments. Children with Speech or Language Impairments. Educational Interventions. Families. Technology. 6.Mental Retardation. A Personal Perspective: An Older Brother with Mental Retardation. Mental Retardation Defined. History of the Field. Prevalence. Causes and Prevention. Children with Mental Retardation. Educational Interventions. Families. Technology. 7.Giftedness and Talent Development. A Personal Perspective: Students Attending a Class for Gifted Children Share Their Thoughts. Giftedness and Talents Defined. History of the Field. Prevalence. Causes: Factors That Enhance or Inhibit Giftedness. Gifted Children. Educational Interventions. Families. Technology. 8.Behavior Disorders and Emotional Disturbance. A Personal Perspective: A Mother Discusses Stigma. Behavioral Disorders and Emotional Disturbance Defined. History of the Field. Prevalence. Causes and Prevention. Children with Behavioral Disorders and Emotional Disturbance. Emotional Interventions. Families. Technology. 9.Physical Impairments and Special Health Care Needs. A Personal Perspective: The People Who Make Special Education Special. Physical Impairments and Special Health Care Needs Defined. History of the Field. Prevalence. Causes and Prevention. Children with Physical Impairments and Special Health Care Needs. Educational Interventions. Families. Technology. 10.Deafness and Hard of Hearing. Deafness and Hard of Hearing Defined. History of the Field. Prevalence. Causes and Prevention. Deaf and Hard of Hearing Children. Educational Interventions. Families. Technology. 11.Low Vision and Blindness. A Personal Perspective: Two Families of Preschoolers with Visual Impairments Talk About Their Children. Visual Impairments Defined. History of the Field. Causes and Prevention. Low Vision and Blind Children. Educational Intervention. Families. Technology. 12.Very Low Incidence Disabilities: Autism, Deaf-Blindness, Traumatic Brain Injury. A Personal Perspective: An American Mom in Paris Negotiates a Different Educational System for Her Autistic Son. Autism. Autism Defined. Prevalence. Causes and Prevention. Deaf-Blindness. Prevalence. Causes and Prevention. Children and Deaf-Blindness. Traumatic Brain Injury. TBI Defined. Prevalence. Causes and Prevention. Children with TBI. Very Low-Incidence Disabilities. Educational Interventions. Families. Technology. Glossary. References. Name Index. Subject Index.

Introduction to Special Education : Teaching in an Age of Challenge

The influence of a modeling technique on the acquisition of long division by eight students with learning disabilities was studied. The instructional intervention, which included demonstration, imitation, and key guide words, was found to be effective. Initial assessment scores of division problems were 0%. With the application of the intervention, students mastered (2 out of 3 days at 100) each long division skill in minimal time (ranging from 2 to 9 days).

Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division

The influence of the classroom teacher reading orally before the child reads was investigated. The teacher read at a proficient rate (approximately 100 words per minute) from the child's basal reader. Three learning disabled students participated in the study, and in every case the correct and error rates for oral reading improved remarkably. The tactic selected — modeling — is inexpensive in teacher time and cost and is easily scheduled. The data indicate that modeling could be an appropriate intervention to select when children are not yet proficient in oral reading.

Deborah Deutsch Smith

Papers

Introduction to Special Education : Making a Difference

Teaching Students With Learning and Behavior Problems

Introduction to Special Education : Teaching in an Age of Challenge

Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division

The Improvement of Children's Oral Reading through the Use of Teacher Modeling