Download or read book Effects of Teacher Efficacy and Student s Gender and Ethnicity on Special Education Referral and Response to Intervention written by Archna Randall and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships among teacher efficacy, student gender, and student ethnicity (African American, Asian American, Latin American, and Caucasian) on teachers' decisions to use RTI versus referring immediately to special education. Kindergarten through eighth-grade teachers ( N = 134) completed an anonymous survey online that included demographic questions, the Teachers' Sense of Teacher Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a hypothetical case study of a student struggling academically, and questions about teacher referral decisions. Participants randomly received one of the eight hypothetical case studies that varied the student's gender and ethnicity. This study employed procedures similar to earlier studies (Meijer & Foster, 1998; Podell & Soodak, 1993; Soodak & Podell, 1993) that manipulated student characteristics. Results support previous research studies that found that high teacher efficacy relates to fewer special education referrals. Multiple logistic regression analyses show that teachers with higher teacher efficacy in student engagement and instructional strategies were more likely to use RTI versus referring to special education. Teacher efficacy for classroom management was not related to teacher referral decisions. There was a significant relationship among teacher efficacy, student's gender, and teachers' referral decisions. Efficacious teachers were more likely to use RTI for a struggling female student than for a struggling male student. Taken together, teacher efficacy, student's gender, and student's ethnicity did not relate significantly to teachers' decisions to use RTI versus referring to special education. This study demonstrated promising results related to teachers' efficacy and teachers' decisions to use RTI. Study limitations include sample size and demographics, validity of using vignettes, and teachers responding in a socially desirable manner that may have precluded significant results. It is recommended that educators be ready for the paradigm shift away from the refer-test model to the RTI approach. Future research is encouraged to develop an RTI teacher efficacy scale and examine teachers' integrity of implementing of RTI.
Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Teacher Perceptions of Response to Intervention Racial ethnic Attitudes and Self efficacy in Special Education Referral Decisions written by Kristine Michelle Cash and published by . This book was released on 2019 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spearman's correlation coefficients were calculated as well as an ordinal logistic regression. A statistically significant relationship was found between the Unawareness of Institutional Discrimination subscale score of the CoBRAS and the behavior concern for a student described as having mild behavior and academic concerns. A statistically significant relationship was found between the rating of the behavior concern and the Efficacy in Student Engagement and Efficacy in Classroom Management subscale scores on the TSES for the vignette describing a student with a severe reading concern and a mild behavior concern. The teachers' perceptions of RTI, racial attitudes, and sense of efficacy did not appear to have a statistically significant impact on their rating of the likelihood of referral for any of the students described in the vignettes.
Download or read book DISPROPORTIONALITY IN EDUCATION AND SPECIAL EDUCATION written by Amity Lynn Noltemeyer and published by Charles C Thomas Publisher. This book was released on 2012-07-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the burgeoning number of diverse students in our nation’s schools, coupled with the potentially negative outcomes and wasted resources associated with the misidentification of students for special education and excessive use of exclusionary discipline for specific subgroups of students, it is imperative that educational professionals understand and address the implications arising from disproportionality for children both with and without disabilities. This text contributes unique perspectives and up-to-date information, including advances and research that have emerged since the last of the extant books was published. Presented in three sections, the first considers disproportionality in special education identification, with chapters examining overrepresentation by ethnicity, gender, and language. The second section addresses disproportionality in discipline, specifically focusing on inequalities in school disciplinary actions and juvenile justice decisions based on ethnicity and gender. The final section provides readers with approaches for addressing disproportionality and creating more equitable learning environments now and in the future. The text encourages bidirectional and evolving relationships between the topics examined in each chapter with the historical framework presented. Because of the comprehensive nature of the topics covered in the book, it is an ideal “one-stop” reference for readers aiming to acquire a broad understanding of the key issues related to the topic. The book will appeal to a range of potential readers, including university students and practitioners in the fields of education, psychology, sociology, gender studies, ethnic studies, and criminal justice as well as lay-readers interested in issues of equality and/or education.
Download or read book The Effects of Teacher Ethnicity Teacher Gender Student Ethnicity and Teacher Efficacy on Ratings of Academic Achievement and Causal Factors written by Matthew R. Reynolds and published by . This book was released on 2001 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Influence of Student Ethnicity and Teacher Efficacy on Special Education Referral written by Natalie D. Lilley and published by . This book was released on 1998 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Teachers Sense of Efficacy and Their Decisions in Regard to Referral and Placement written by Ayse Dilsad Yakut and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One factor that can influence identification of students with disabilities is teachers' decisions to refer a student for special education services. Both teacher and student characteristics can influence teachers' decision making. As evidenced in research and theory, teacher characteristics of efficacy influences teachers' classroom practices, student outcome, and teachers' perceptions about working with students with disabilities, which might also influence teachers' decisions to refer students for special education evaluation. As a primary purpose, I examined whether elementary education teachers' sense of efficacy predicts their decisions to refer a student for special education evaluation and their decisions to place a student in a special education classroom in Turkey. As a secondary purpose, I examined teacher demographic characteristics (i.e. teachers' educational degree, teachers' gender, years of teaching experience, and in-service training), student characteristics (i.e. students' gender and problem type), and teachers' decisions in regard to referral and placement. This study included data analysis from 264 elementary school teachers with a response rate of 85.2% from one town of a metropolitan city in the East Marmara region of Turkey. I used the Teachers' Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) to examine teachers' sense of efficacy. I also developed the Teachers' Decisions in Regard to Referral Measure (TDRRM) to examine teachers' decisions in regard to referral and placement. Results indicated: (a) there was evidence that some factors of teacher efficacy and some demographic characteristics predicted respondents' decisions, (b) there was a difference in the ways teachers responded to the cases based on the problem type. Limitations and implications for future research were discussed.
Download or read book Teacher Perceptions Regarding Race and Gender on Disproportionality in the Special Education Referral Process written by Juliet R. Ashton and published by . This book was released on 2021 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored teacher perceptions of disproportionality in special education referrals in relation to race and gender and teacher preparedness to make referrals to special education services. This study was conducted at three Pennsylvania school districts. Two districts were considered rural/suburban, while one district was identified as suburban. Participants were 36 elementary, middle, and high school general education teachers who responded to a researcher-designed electronic survey consisting of multiple-response, Likert scale, and open-ended questions. In addition, three respondents participated in individual interviews with the researcher. The findings of this study indicate that general education teachers have variable responses to how race, gender, and their own preparedness influence referrals of students to special education services. Data showed a need for training for both inservice and preservice teachers in bias in order to allow for an understanding of factors that can influence referral rates of students to special education services. Data also indicated a need for educating all professional instructional staff in disproportionality and whether or not it occurs within their district. Finally, findings revealed the need for teacher preparation and teacher inservice programs to have a heavier emphasis on training educators to work with students with disabilities.
Download or read book The Intersection of Race ethnicity Gender and Exceptionality written by Rachel Elizabeth Fish and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I explore the relations between student race/ethnicity, nativity, gender, and exceptionality, and I examine how school context shapes those relations. I argue that exceptionalities are socially constructed, and that different categories of exceptionality have different meanings and statuses. In the first empirical chapter, I use a factorial vignette survey to test for race/ethnicity, nativity, and gender effects in how teachers respond to children indicating academic and behavioral differences in the classroom. I found that boys of color were more likely to be suspected of exceptionality when they exhibit behavioral challenges. I argue that the category of emotional disorder, in particular, may maintain or exacerbate racial/ethnic inequalities in education. In the second empirical chapter, I use a dataset of Wisconsin public school students to test whether and how school racial/ethnic composition moderates the relationship between individual-race/ethnicity and placement in special education across the more subjective categories of disability. I find that white students who attend schools with more peers of color have increased risk of identification with more-advantaged disabilities, while students of color that attend schools with more same-race peers have decreased risk of placement in special education. These findings support explanations of frog-pond effects driven by racial/ethnic bias and also the mechanism of racial/ethnic competition. In the final empirical chapter, I use school-level racial composition data and an experimental survey design to examine whether a student's race/ethnicity, nativity, and gender affect teacher decisions to refer for exceptionality testing differently in schools with different racial/ethnic compositions. I find that in schools with more white students, teachers are less likely to perceive academic challenges as disability when evaluating a boy of color. While white boys experience decreased likelihood of referral for behavior problems in schools with more white students, boys of color experience no such decrease. Conversely, when they work in schools with more white students, teachers are more likely to refer girls of color when they have academic challenges, and less likely to refer when they have behavioral challenges. I argue that these findings suggest some support for contextual effects explained by racial-bias-driven frog- pond effects.
Download or read book Solving Disproportionality and Achieving Equity written by Edward Fergus and published by Corwin Press. This book was released on 2016-10-28 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: When the numbers don’t lie, this is your guide to doing what’s right If your school is faced with a disproportionate rate of suspensions, gifted program enrollment, or special education referrals for students of color, this book shows how you can uncover the root causes and rally your staff to face the challenge head on. You will: Understand how bias creates barriers to the success of students of color Know what questions to ask and what data to analyze Create your own road map for becoming an equity-driven school, with staff activities, data collection forms, checklists, and progress monitoring tools
Download or read book The Influence of Gender Ethnicity and Years of Experience on Teachers Academic Optimism Specifically in Contexts with Students of Color written by Kerry Maxwell and published by . This book was released on 2019 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: American public schools have failed to provide the type of educational experiences that would increase the probability of success for the majority of African American and Hispanic students. On just about every metric of success Black and Brown students perform significantly below their white and Asian counterparts. A significant percentage of African American and Hispanic students come from low socioeconomic backgrounds. The Coleman Report asserted that socioeconomics is a strong predictor of student success. However, there is a construct that has been tested and proven to also be a strong predictor of student achievement regardless of socioeconomics and prior achievement. Research shows that in spite of the many adverse environmental factors black and brown students often face in their neighborhoods and schools, teacher practices have the most impact on student performance. Using the lens of Hoy's academic optimism this proposed quantitative study seeks to examine the influence of gender, ethnicity, and years of experience on academic optimism, specifically in contexts with students of color. The construct of academic optimism involves a teacher's sense of self-efficacy, their level of trust in parents and students, and their level of academic emphasis. This study seeks to investigate the following questions: What are the effects of educators' gender, ethnicity, and years of experience on teachers' self-efficacy specifically in contexts with students of color? What are the effects of educators' gender, ethnicity, and years of experience on teachers' trust in students and parents specifically in contexts with students of color? What are the effects of educators' gender, ethnicity, and years of experience on teachers' academic emphasis specifically in contexts with students of color? What are the effects of educators' gender, ethnicity, and years of experience on teachers' total academic optimism specifically in contexts with students of color?
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective School Interventions Second Edition written by Natalie Rathvon and published by Guilford Press. This book was released on 2008-08-14 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly practical resource and text presents 70 interventions that have been demonstrated to improve the classroom learning environment, academic achievement, and student behavior and social competence. Each intervention is presented in a brief, standardized format with step-by-step procedures that can easily be implemented by Pre-K-12 teachers and other school-based professionals. The volume includes best-practice guidelines for designing, implementing, and evaluating evidence-based school interventions, as well as strategies for combining multiple interventions to create a comprehensive program at the individual, class, or schoolwide level.
Download or read book Handbook of Special Education written by James M. Kauffman and published by Routledge. This book was released on 2011-05-15 with total page 807 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
Download or read book Double Jeopardy written by Harilyn Rousso and published by State University of New York Press. This book was released on 2001-07-26 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2002 CHOICE Outstanding Academic Title Highlighting the educational issues of girls and young women with disabilities, Double Jeopardy examines how they are exposed to discrimination based on gender and disability/special education status, and how they experience less successful vocational outcomes than their disabled male or nondisabled female peers upon leaving school. It studies both gender equity issues and inequitable practices that affect a wide range of students, such as Title IX, biased curricula, inequitable student-teacher interactions, and other issues such as eligibility for special education services. The book also describes innovative programs and strategies designed to empower disabled youth, who are ten percent of all students. Contributors include Adrienne Asch, Michael Benz, Bonnie Doren, Estelle Eskenazi, Nancy Ferreyra, Michelle Fine, Craig Flood, Merle Froschl, Dolores A. Grayson, Katherine Hanson, Taran Jefferies, Eric Jolly, Melissa Keyes, Eleanor Linn, Theresa Mickey McCormick, Harilyn Rousso, Ellen Rubin, Michelle Schwartz, Susan Shaffer, Linda Shevitz, Susan J. Smith, Ellen Wahl, Michael L. Wehmeyer, and Maryann Wickett.
Download or read book The Effects of Demographics Training and Experience on the Self efficacy Beliefs of Online Special Education Teachers written by Jeanette Marie Huff and published by . This book was released on 2022 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-efficacy beliefs have been shown to be indicators of student outcomes. They have been extensively studied in the brick and mortar setting and in online schools as well, but they have not been studied by special education teachers in the online setting. A key duty of special education teachers is delivering Specialized Academic Instruction (SAI). This study is a quantitative, predictive, correlational, and causal comparative, study and extends the understanding of the self-efficacy beliefs of special education teachers who deliver SAI in the online setting by using Tschannen-Moran and Woolfolk Hoy’s (2001) Teachers’ Sense of Efficacy Scale to measure self-efficacy beliefs, filling a gap in the research regarding this subgroup. Data was collected via emailed survey from 104 special education teachers working in an online setting at virtual or homeschool charter schools in California. The research used two designs, a predictive correlational design and a casual comparative design. In the predictive, correlational design, the predictor variables were demographic factors, such as gender, race, credential status, and age, and the criterion factor was self-efficacy beliefs. The predictive data was analyzed using multiple linear regression with only ethnicity being regarded as statically significant. In the casual comparative design, the two independent variables considered were the presence of professional development and experience in a virtual charter. The dependent variable was the self-efficacy beliefs of the teachers studied. The casual comparative data for professional development was analyzed using a t test and found to be significant. The data for experience in the setting was analyzed via the Mann-Whitney U Test, a non-parametric test, but was not found to be statistically significant. Further research could explore the self-efficacy of special education teachers delivering SAI online in other states, other settings, and specifically targeting male/queer teachers. In addition, mixed methods studies could explore the reasons for the findings and outcome studies could confirm the link between self-efficacy in this population and student outcomes and between advanced credentials and student outcomes.
Download or read book The Student Study Team and Its Effect on Racial Disparity in Special Education written by Erin Bullard and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of the Individuals with Disabilities Act (IDEA) in 1975, special education has helped students with disabilities receive individualized goals and services in their least restrictive environment. Systemic racism negatively impacts students because it inappropriately labels them with a disability and restricts them from various educational opportunities. When looking at why this occurs, most of the research focuses on the biases and cultural mismatch between school personnel and the students they serve. There is a lack of research on the systematic process that leads to a special education referral and how they could produce disproportionate results for students of color. One of these processes is the Student Study Team (SST), where the student, their family, teachers, counselor, and administrator gather to put in place interventions to help the student achieve academic success. This is usually the step taken before testing for a disability occurs. The researcher focused their study around the following question: In what ways do school-wide policies and procedures impact Student Study Team practices and cause potential disparities in special education referral within a school site? The reason for conducting this study is to address a gap in previous research. Prior research focused on the impact that teacher bias and cultural mismatch had on disproportionate representation in special education. There is not a vast amount of research on the impact of systemic processes (like SST) on the disparity in special education. The researcher conducted a qualitative case study of a single school site's SST process. They conducted interviews with the SST members and analyzed their responses as well as documents used in the process through the lens of cultural proficiency. The researcher found the following results through their analysis: a lack of training on the process, using SST primarily for behavior management, not keeping data on the demographics of students referred to SST, and not having a universal tool to measure the effectiveness of interventions. This could cause potential disparities because the students' culture is not being effectively addressed by the team. Additionally, there are no universal procedures in place that are developed with cultural differences in mind. If the SST interventions are unsuccessful, then the team could potentially move to test for an IEP. Therefore, if there is a disproportionate representation of students in the SST process, there will be a disproportionate representation of students in special education referrals. Based on the findings of this research, schools should analyze their SST process for potential practices that could cause disparate results. This is important because it will help schools identify and reform processes that are not responsive to students coming from cultures that differ from the majority. When schools have processes and procedures that are intended to help students struggling, but do not acknowledge the culture of the student and utilize it when making decisions, they could potentially mislabel students from different cultures as disabled. Therefore, schools must analyze their processes (like SST) for practices that could cause disproportionate results. The conclusions drawn from this study are that a lack of universal procedures and a lack of acknowledgment of the student's culture in the SST process could lead to disproportionate results in special education referrals. The majority of research on disproportionate representation in special education focuses mostly on cultural mismatch and teacher bias, there is little research regarding the systemic processes that lead to special education. Conclusions that can be drawn from this study are that schools should analyze their SST process through a lens of cultural proficiency for factors that could potentially contribute to disproportionate representation such as a lack of training on the process, using SST primarily for behavior management, not keeping data on the demographics of students referred to SST, and not having a universal tool to measure the effectiveness of interventions. This study adds to the existing research by providing a case study on how a systemic process could potentially contribute to disproportionate representation in special education.
