Erica D. McCray

TL;DR: The No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA, 2004) have resulted in greater numbers of students with disabilities (SWDs) receiving most of their instruction in general education settings.

TL;DR: This paper explored and compared perceptions of elementary and secondary education majors toward the inclusion of students with disabilities in their classrooms and revealed differing perceptions between majors and indicate several areas in which in general education teacher candidates have voiced concerns over their levels of preparation in serving exceptional learners, a concern that may heighten their fear of the unknown when faced with increasing numbers of students having disabilities.

TL;DR: The authors examined professional and emotional mentoring supports within an urban school district that centered its induction program on structured teacher evaluation and found that evaluation provided guidance for mentors' feedback, emotional supports and professional supports were interrelated, wherein emotional supports occurred within the context of professional supports.

TL;DR: Truancy is not a new problem, but schools are in need of new solutions (Gullat & Lemoine, 1997). Truancy is a known predictor of students leaving school prior to graduation.

TL;DR: The authors examine the implications of the Brown decision on reform efforts in special education, as well as address the need for greater emphasis on teaching that reflects an understanding of the intersection of race, culture, and class.