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Thomas E. Scruggs

Bio: Thomas E. Scruggs is an academic researcher from George Mason University. The author has contributed to research in topics: Special education & Learning disability. The author has an hindex of 59, co-authored 230 publications receiving 13473 citations. Previous affiliations of Thomas E. Scruggs include Utah State University & Purdue University.


Papers
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Journal ArticleDOI
TL;DR: The authors found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion and 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.
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...

1,060 citations

Journal ArticleDOI
TL;DR: The need for objective, systematic review procedures for quantitative evaluation of outcomes of single-case research designs in special education is discussed and examples from recent synthesis efforts are outlined.
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.

946 citations

Journal ArticleDOI
TL;DR: 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 recommended in the literature as discussed by the authors.
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.

777 citations

Journal ArticleDOI
TL;DR: 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.
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.

658 citations

Book
28 Jul 1999
TL;DR: The Inclusive Classroom as discussed by the authors is a book that prepares readers to feel secure in their ability to instruct K-12 learners with disabilities and other special learning needs, enabling readers to construct instructional strategies through which they will find success.
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.

430 citations


Cited by
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Book
19 Nov 2008
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
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

6,776 citations

Journal Article
TL;DR: In this article, a professional services was launched having a hope to serve as a total on the internet electronic catalogue that gives usage of many PDF file guide assortment, including trending books, solution key, assessment test questions and answer, guideline sample, exercise guideline, test test, customer guide, user guide, assistance instruction, repair guidebook, etc.
Abstract: Our professional services was launched having a hope to serve as a total on the internet electronic catalogue that gives usage of many PDF file guide assortment. You will probably find many different types of e-guide as well as other literatures from our paperwork database. Distinct preferred topics that spread on our catalog are trending books, solution key, assessment test questions and answer, guideline sample, exercise guideline, test test, customer guide, user guide, assistance instruction, repair guidebook, etc.

6,496 citations

Journal ArticleDOI
TL;DR: This monograph discusses 10 learning techniques that benefit learners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks and even in educational contexts.
Abstract: Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical problems to complicated science texts. Criterion tasks include different outcome measures that are relevant to student achievement, such as those tapping memory, problem solving, and comprehension. We attempted to provide thorough reviews for each technique, so this monograph is rather lengthy. However, we also wrote the monograph in a modular fashion, so it is easy to use. In particular, each review is divided into the following sections: General description of the technique and why it should work How general are the effects of this technique? 2a. Learning conditions 2b. Student characteristics 2c. Materials 2d. Criterion tasks Effects in representative educational contexts Issues for implementation Overall assessment The review for each technique can be read independently of the others, and particular variables of interest can be easily compared across techniques. To foreshadow our final recommendations, the techniques vary widely with respect to their generalizability and promise for improving student learning. Practice testing and distributed practice received high utility assessments because they benefit learners of different ages and abilities and have been shown to boost students' performance across many criterion tasks and even in educational contexts. Elaborative interrogation, self-explanation, and interleaved practice received moderate utility assessments. The benefits of these techniques do generalize across some variables, yet despite their promise, they fell short of a high utility assessment because the evidence for their efficacy is limited. For instance, elaborative interrogation and self-explanation have not been adequately evaluated in educational contexts, and the benefits of interleaving have just begun to be systematically explored, so the ultimate effectiveness of these techniques is currently unknown. Nevertheless, the techniques that received moderate-utility ratings show enough promise for us to recommend their use in appropriate situations, which we describe in detail within the review of each technique. Five techniques received a low utility assessment: summarization, highlighting, the keyword mnemonic, imagery use for text learning, and rereading. These techniques were rated as low utility for numerous reasons. Summarization and imagery use for text learning have been shown to help some students on some criterion tasks, yet the conditions under which these techniques produce benefits are limited, and much research is still needed to fully explore their overall effectiveness. The keyword mnemonic is difficult to implement in some contexts, and it appears to benefit students for a limited number of materials and for short retention intervals. Most students report rereading and highlighting, yet these techniques do not consistently boost students' performance, so other techniques should be used in their place (e.g., practice testing instead of rereading). Our hope is that this monograph will foster improvements in student learning, not only by showcasing which learning techniques are likely to have the most generalizable effects but also by encouraging researchers to continue investigating the most promising techniques. Accordingly, in our closing remarks, we discuss some issues for how these techniques could be implemented by teachers and students, and we highlight directions for future research.

1,989 citations