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Effects of a Treatment Package to Facilitate English/Language Arts Learning for Middle School Students With Moderate to Severe DisabilitiesMims, Pamela J., Zakas, Tracie Lynn, Lee, Angel, Browder, Diane M., Flynn, Susan 01 December 2012 (has links)
This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehension of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.
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Single Case Design Elements in Text Comprehension Research for Students With Developmental DisabilitiesSnyder, Sara M., Ayres, Kevin M., Knight, Victoria F., Mims, Pamela J., Sartini, Emily C. 01 December 2017 (has links)
Recently researchers have begun exploring the efficacy of interventions designed to improve text comprehension skills for students with developmental disabilities (DD). Text comprehension is essential for understanding academic content as students with disabilities make progress in the general education curriculum. This article focuses on single case design (SCD) studies of interventions and supports for improving text comprehension skills for students with DD. Specifically, the article examines elements essential for rigorous single case design research in this area. After reviewing the research, we provide recommendations for improving rigor of research in this area.
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The Development of the Philosophy Underlying the School as a Social Institution with a Philosophic Interpretation of Some Major Trends in Education.Noblin, Alec Scott 01 January 1934 (has links)
No description available.
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The refinement of a test of quantitative judgment.Tuttle, Cynthia L. 01 January 1965 (has links) (PDF)
No description available.
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Use of a Technology-Based Instructional Package to Teach Opinion Writing to Students With Intellectual DisabilityPennington, Robert C., Mohammad, Marta, Mims, Pamela J., Muharib, Reem 01 December 2020 (has links)
In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three partici-pants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write multiple sentences to express an opinion about a passage they had just read. Our findings suggest that the package was effective and produced maintenance and generalization across all three participants.
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The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary EducationGivens, Emmett Edmondson 01 January 1940 (has links)
No description available.
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An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, VirginiaMatier, Mildred Bienfait 01 January 1945 (has links)
No description available.
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Liberal education and moral development: an integrated model of moral educationOwen, Roderic Lewis 01 January 1985 (has links)
Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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An Analysis of Social Validity Prevalence and MeasurementCarter, Stacy L., Wheeler, John J. 01 December 2019 (has links)
The purpose of this study was to evaluate social validity data as reported in single-case research design (SCRD) studies published in the journal Education and Training in Autism and Developmental Disabilities (ETADD) over 21-years encompassing the years 1997-2018. In the present study, the authors identified a total of 298 single-case research articles that were published in ETADD from 1997-2018 of which 138 articles or 46% reported on social validity. Trends in the use of formal and informal social validity measurement for behavior intervention studies were evaluated as was the reporting of partial and total construct social validity including the social significance of treatment goals, the appropriateness of treatment procedures, and the importance of treatment effects. The findings revealed a diverse array of procedures that in many cases lack uniformity, comprehensiveness, and clarity.
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A model footing study of consolidationGarzon, Maurice M. January 1976 (has links)
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