<p> This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants&rsquo; use of these learning strategies in general education classrooms. This study attempted to investigate student participants&rsquo; and general education teachers&rsquo; perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher&rsquo;s teaching team also contributed their perceived observations of student participants&rsquo; use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study&rsquo;s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.</p>

<p> Finding a way to motivate students to complete their work is a problem that has been a topic with plentiful research. The use of reward systems is one way in which educators have tried to motivate their students. The research discusses the impact that reward systems have on intrinsic and extrinsic motivation. The impact of the rewards on intrinsic and extrinsic motivation will be examined through the literature review. New programs have emerged trying to impact student motivation. One of these newer programs will be examined (PBIS- Positive Behavior Interventions and Supports) through the literature review. </p><p> There is limited research on classroom rewards systems from the parent&rsquo;s perspective. This study uses a mixed methods approach with parent surveys of the classroom reward systems in four elementary school classrooms. This data will be analyzed against the four classroom teacher interviews. This will expand on the limited research analysis of the parent&rsquo;s viewpoint on their child&rsquo;s classroom reward system.</p><p>

<p> The local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child&rsquo;s reading achievement. The theoretical framework was Epstein&rsquo;s theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents&rsquo; total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students&rsquo; reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.</p><p>

<p> The purpose of this quantitative correlational study was to examine if and to what extent a relationship existed between teacher-perceived emotional intelligence (EI) of immediate supervisors and teachers&rsquo; level of job satisfaction. It was not known how these two variables related to each other, which was identified as a small piece of a much larger concern nationwide &ndash; special education (SpEd) teacher attrition. This study was built upon the foundation of two theoretical models: Salovey and Mayer&rsquo;s (1990) EI ability model and Locke&rsquo;s (1968) model of job satisfaction. Both of these models have been utilized and refined through multiple research studies and were used to define the variables in the current study. Study participants were recruited from the National Association of Special Education Teachers as well as snowball sampling techniques. Overall, 102 SpEd teachers participated in the study, which was carried out through an online survey. The primary research question asked if there was a statistically significant relationship between SpEd teacher-perceived EI of immediate supervisor and SpEd teacher job satisfaction. A Pearson correlation coefficient demonstrated a strong positive correlation between SpEd teacher-perceived EI of immediate supervisors and SpEd teacher job satisfaction, <i>r</i>(100) = .605, <i> p</i> &lt; .01. Therefore, it is recommended that educational organizations critically evaluate EI when hiring and promoting individuals into a supervisory position.</p><p>

<p> The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.</p><p>

<p> The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers &amp; Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem behaviors displayed by the subject each day during the study. Problem behaviors were defined as talking out of turn, non-participation in instructional activities, off-task in the classroom, non-compliance, aggression, verbal offense, lying, and defiance. Results indicated that the overall frequency of problem behaviors increased during the study; however, specific types of behaviors decreased while other types of types of behaviors increased. Implications for practitioners based on these results are discussed.</p><p>

<p> Recruitment and retention of special education teachers is growing concern nationwide. This problem is especially acute amongst teachers of the deaf/hard of hearing in rural areas. Mentoring of novice teachers may be a solution to this problem; however, little research exists regarding the use of mentorship in deaf education. This qualitative case study explored the nature of the mentor/mentee relationship between novice teachers of the deaf and their mentors in rural areas. Data were collected through in-depth interviews with three dyads of mentors and mentees. An open coding inductive qualitative data analysis revealed five themes characterizing the relationship. Results further indicate that these teachers describe the relationship through descriptors that are unique to either the mentor or the mentee, complimentary to each party, and shared between both parties. Implications of these findings for current practice in the field of deaf education are discussed.</p><p>

<p> Conventional wisdom strongly supports that people&rsquo;s behavior is affected by the weather in many ways. But while the correlation between weather and student behavior if often accepted as popular fact amongst parents and educator&rsquo;s alike, very little research exists to support this correlation and educators may be at risk for making teaching decisions based on inaccurate understandings. This correlational study investigated the relationship between barometric pressure and the behavior of third grade students in a rural setting. Results indicated no relationship between these variables. Implications for educational practice is discussed.</p><p>

<p> The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals&rsquo; perceptions of their preparation in special education and subsequent district support in building their understanding and implementation of an inclusionary culture in their schools. </p><p> Grounded in Critical Disability Theory (Hosking, 2008) and Social Justice Leadership Framework (Furman, 2012), the conceptual framework of this study, Inclusive Leadership Framework, outlined characteristics of an inclusive leader and a framework for building an inclusive culture. Some principals interviewed for the study demonstrated these characteristics and some did not. Principals wanted to learn more about special education and wanted their students to succeed. The Inclusive Leadership Framework evolved throughout the study, but was remained grounded to prevailing praxis of reflection and action. </p><p> This study examined the attitudes of principals in K-12 settings in nine Southern California school districts in order to discover their perceptions of the effect their administrative credential preparation in special education had on building an inclusive culture. In addition, principals offered their perceptions relative to how district support in special education helped inform leadership practice regarding building a culture of inclusion. Finally, participants shared anecdotal experiences revealing ways they &ldquo;learned on the job&rdquo; as they navigated the world of special education. Recommendations for policy and practice for administrative preparation programs and the Clear Administrative Credential process, professional development and coaching of administrators is addressed in this study. </p><p> Significant findings revealed that principals who feel unprepared in special education do not always develop an inclusionary culture, or understand its benefits to student learning. In addition, participants revealed that they would have preferred knowing more about the process of special education before taking their first administrative position. One interesting anecdotal finding suggested that administrators who are parents of a special needs child or were one themselves are very well educated in the realm of special education and take a personal interest in it. A key recommendation for policy/practice/research included making a special education goal in the Individual Induction Plan for the Clear Administrative Credential. The program includes coaching and coaches need to be provided that can instruct in special education and the building of inclusive school culture.</p><p>

<p> The topic of this study was the way teachers of children with autism perceive the home-school collaboration and its impact on learning. This research addressed the gap in the literature on the topics of children with autism&rsquo;s performance gap in comparison to their age-equivalent peers. The research question was, &ldquo;How do teachers of children with autism perceive the home-school collaboration and its impact on learning?&rdquo; A generic qualitative methodology was appropriate to address this question. Data collection occurred through face-to-face interviews with 8 open-ended questions. The sample included 10 teachers of children with autism. All teachers had a minimum of 3 years&rsquo; teaching experience, were state certified special educators, currently taught children with autism, and had experience collaborating with the people in the children&rsquo;s homes. Inductive thematic analysis facilitated identification of the patterns and themes that emerged from the data and provided a thorough understanding of the home-school collaboration. Six themes emerged from the teachers&rsquo; responses: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges to the collaboration, (e) parental involvement is imperative, and (f) ways for teachers to promote parental engagement. The results of the study suggested that teachers involved in home-school collaboration can overcome obstacles that are inherent in the collaboration process and facilitating academic success. A strong collaboration consistently yielded positive results for a child with autism. With a strong connection between the parent and teacher, a child was able to grasp material in the classroom, while the home strengthened the learning process. Along with improving learning, the home-school collaboration process decreased the child&rsquo;s anxiety and enhanced a sense of security. Some recommendations for future research include utilizing a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.</p><p>