Showing papers by "Mary T. Brownell published in 2014"
TL;DR: A primary focus of recent educational policymaking has been on improving measures of teaching effectiveness, attributable in part to recent federal policies such as the Race to the Top initiative a....
Abstract: A primary focus of recent educational policymaking has been on improving measures of teaching effectiveness, attributable in part to recent federal policies such as the Race to the Top initiative a...
75 citations
TL;DR: In this article, the authors operate from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning, and they operate from a cognitive perspective.
Abstract: In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers’ learning...
38 citations
TL;DR: In this article, the authors outline the knowledge, skills, and dispositions of effective special educators, and draw from research on the development of professional expertise to provide specific tips for taking charge of professional learning.
Abstract: Becoming an expert special educator is no easy task! Even if you have mastered the basic expectations for your job, those expectations are continually evolving, becoming increasingly complex and rigorous. Unfortunately, your efforts to develop the knowledge and skill to effectively meet these expectations and serve students with disabilities are probably not supported by the kinds of meaningful professional learning experiences that you need to grow. Fortunately, you do not have to rely on others to provide you with the knowledge and skills that you need to develop your capacity to effectively teach students with disabilities; you can take charge of your own professional learning. The purpose of this article is to support you in cultivating your own expertise. We first describe the context in which special educators are working, with increasingly complex demands and insufficient professional development opportunities. Next, we outline the knowledge, skills, and dispositions of effective special educators. Finally, we draw from research on the development of professional expertise to provide specific tips for taking charge of your own professional learning.
23 citations
20 Feb 2014
9 citations
TL;DR: In this article, the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities and confirmatory factor analysis was used to identify the hypothesized constructs and predictive validity of CORE phonics survey to predict students' success in word level reading and oral reading fluency.
Abstract: The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word level reading and oral reading fluency one year later The results of the analyses indicated the two-factor model representing two latent variables, alphabetic knowledge and decoding skills, provided the most appropriate fit to the given data, indicating that the hypothesized two factors of the CORE Phonics Survey demonstrate construct validity The two constructs of CORE Phonics Survey significantly predicted students' fluency and decoding abilities as measured by norm-referenced assessments one year later The practical implications and limitations of the present study are discussed
9 citations