Margo A. Mastropieri

Bio: Margo A. Mastropieri is an academic researcher from George Mason University. The author has contributed to research in topics: Mnemonic & Special education. The author has an hindex of 60, co-authored 209 publications receiving 13690 citations. Previous affiliations of Margo A. Mastropieri include Arizona State University & Utah State University.

Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis:

Abstract: Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for p...

The Quantitative Synthesis of Single-Subject Research Methodology and Validation

Abstract: This article describes procedures recently employed for the quantitative synthesis of single-subject research literature in special education. First, the need for objective, systematic review procedures is discussed. Second, previous approaches for quantitative evaluation of outcomes of single-case research designs are reviewed. Third, procedures employed by the present authors are outlined using examples from recent synthesis efforts. Finally, implications for future reviews of single-subject research are described.

Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

Abstract: T: Thirty-two qualitative investigations of co-teaching in inclusive classrooms were in- cluded in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were iden- tified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be "one teach, one assist," in classrooms characterized by traditional instruction, even though this method is not highly rec- ommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed.

Summarizing Single-Subject Research Issues and Applications

Abstract: In this article, literature concerning the quantitative synthesis (meta-analysis) of single subject research literature is reviewed. First, the general rationale for such an approach is discussed. Next, procedures for synthesizing single-subject literature are described, followed by comments and critiques of those procedures. Finally, a review is presented of the results of applications of those procedures. The authors suggest that procedures based on percentage of nonoverlapping data (PND) between baseline and treatment are justifiable, meaningful, and--across nine applications--have produced results that are highly meaningful and faithful to the original research reports.

The Inclusive Classroom: Strategies for Effective Instruction

Abstract: Written by highly respective researchers in the field, "The Inclusive Classroom" is a book that prepares readers to feel secure in their ability to instruct K-12 learners with disabilities and other special learning needs. General instruction and classroom management skills prevail throughout the book, enabling readers to construct instructional strategies through which they will find success. Comprehensive in scope and coverage, users will be interested in reading about the following topics: inclusive teaching; collaboration; students with higher-incidence disabilities; students with lower-level disabilities; students with other special learning needs; effective instruction for all students; improving classroom behavior and social skills; motivation and affect; improving attention and memory; teaching study skills; content area teaching, including art, music, physical education, foreign languages, vocational education, and transitions. Obviously a book for educators and future educators, this resource can be a valuable read for parents of children with special needs, as well as those in the educational arena that plan curricula for those children.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Qualitative research for education: An introduction to theories and methods

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Preventing reading difficulties in young children

Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

From Neurons to Neighborhoods: The Science of Early Childhood Development

Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.