M
Melinda R. Pierson
Researcher at California State University, Fullerton
Publications - 29
Citations - 1313
Melinda R. Pierson is an academic researcher from California State University, Fullerton. The author has contributed to research in topics: Special education & Inclusion (education). The author has an hindex of 15, co-authored 29 publications receiving 1257 citations. Previous affiliations of Melinda R. Pierson include California State Polytechnic University, Pomona & California State University.
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Academic, Social, and Behavioral Characteristics of High School Students With Emotional Disturbances or Learning Disabilities
TL;DR: In this article, similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD) were examined and compared on nine measures in academic, behavioral and social domains using multivariate procedures.
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Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities
TL;DR: The authors examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from the perspectives of special educators, parents, and the students themselves, finding that adolescents with ED were found to have lower ratings of selfdetermination than students with LD, with the most pronounced differences evident from the teacher perspective.
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Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators
TL;DR: The authors examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms and found that teachers attached considerable importance to providing instruction in skills related to selfdetermination and reported addressing these skills with moderate to high frequency.
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Teacher Expectations of Student Behavior Social Skills Necessary for Success in Elementary School Classrooms
TL;DR: The authors explored elementary school teachers' expectations of student behavior in terms of teachers' demographic characteristics as well as level (primary vs. intermediate vs. combined) and program type (general vs. special educator).
Journal Article
Teacher Expectations of Student Behavior: Which Skills Do Elementary and Secondary Teachers Deem Necessary for Success in the Classroom?.
TL;DR: For instance, this paper examined teachers' expectations of student behaviors that teachers deem important for school success with attention to identifying how expectations converge and diverge according to grade level taught and program type.