Graduate Studies in Education Copyright (c) 2013 California Polytechnic State University All rights reserved. http://digitalcommons.calpoly.edu/gse_fac Recent documents in Graduate Studies in Education en-us Fri, 25 Jan 2013 18:04:10 PST 3600 Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism http://digitalcommons.calpoly.edu/gse_fac/36 http://digitalcommons.calpoly.edu/gse_fac/36 Wed, 08 Dec 2010 11:40:34 PST A brief narrative description of the journal article, document, or resource. With the large number of students with autism entering the educational system, the need for empirically supported treatment (EST) in the classroom and special education teachers with training in autism and ESTs is necessary now more than ever. This paper describes a collaborative model between 2 universities aimed at providing teacher-candidate graduate students training and community-based practice in an EST, pivotal response treatment (PRT). Three components of the model are described: (1) the community-based service delivery system, (2) the Masters/special education credential program and (3) training in PRT. Additionally, issues around student and family participation are discussed along with possible solutions and future directions. Finally, model benefits are described with regard to graduate students, children with autism, families and the community.

]]> Michael B. Ruef et al. Orthographic Transparency Ratings for Spanish–English Cognates from the Paivio, Yuille, and Madigan Imagery Norms http://digitalcommons.calpoly.edu/gse_fac/35 http://digitalcommons.calpoly.edu/gse_fac/35 Thu, 06 May 2010 17:30:53 PDT Cognates are words that are orthographically, semantically, and syntactically similar in two languages. There are over 20,000 Spanish-English cognates in the Spanish and English languages. Research has shown that cognates facilitate vocabulary acquisition and reading comprehension for language learners when compared to non-cognate words.

Language researchers often require calibrated materials to study the effects of word characteristics on learning and memory. In this study, orthographic transparency ratings for five hundred nouns drawn from the Paivio, Yuille, and Madigan (1968) imagery norms were collected.

]]> José A. Montelongo et al. Stakeholder Opinions on Accessible Informational Products Helpful in Building Positive, Practical Solutions to Behavioral Challenges of Individuals with Mental Retardation and/or Autism http://digitalcommons.calpoly.edu/gse_fac/34 http://digitalcommons.calpoly.edu/gse_fac/34 Wed, 25 Feb 2009 16:27:07 PST The purpose of the study was twofold: (a) to explore the perceptions of administrators and policy makers, families, friends, individuals with challenging behavior and mental retardation and/or autism, researchers, and teachers regarding current behavioral information and dissemination and (b) to elicit suggestions on the kinds of userfriendly, low-cost informational products that they thought would be most helpful in increasing quality of life while reducing or eliminating behavioral challenges in individuals with disabilities. A qualitative method of inquiry using telephone focus groups and individual interviews was used. The study points to the importance of receiving condensed positive behavioral support information on both awareness and skill levels and to the continued existence of a longstanding gap between research and practice, a gap that exists despite the extensive research base on effective dissemination strategies and techniques.

]]> Michael B. Ruef et al. Positive Behavioral Support: Strategies for teachers http://digitalcommons.calpoly.edu/gse_fac/33 http://digitalcommons.calpoly.edu/gse_fac/33 Wed, 25 Feb 2009 16:27:07 PST Positive behavioral support (PBS) is a comprehensive, research-based proactive approach to behavioral support that endeavors to generate comprehensive change for students with challenging behavior. It involves identifying the purpose of challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior. Proven PBS strategies include altering the classroom environment, increasing predictability and scheduling, increasing choice making, adapting the curriculum, appreciating positive behaviors, and teaching replacement skills. Relevant sources for those interested in implementing PBS are presented.

]]> Michael B. Ruef et al. Applying Positive Behavior Support and Functional Behavioral Assessments in Schools http://digitalcommons.calpoly.edu/gse_fac/32 http://digitalcommons.calpoly.edu/gse_fac/32 Wed, 25 Feb 2009 16:27:06 PST Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.

]]> George Sugai et al. Wie Personen mit Autismus und geistiger Behinderung das eigene Problemverhalten sehen - eine qualitative Untersuchung unter Einbeziehung von Fokusgruppen http://digitalcommons.calpoly.edu/gse_fac/30 http://digitalcommons.calpoly.edu/gse_fac/30 Wed, 25 Feb 2009 16:27:05 PST In dieser Untersuchung wurde den Fragen nachgegangen, a) wie Personen mit einer geistigen Behinderung und/oder autistischen Störungen das eigene Problemverhalten hinsichtlich seiner Auslösung und Überwindung interpretieren und b) welche hilfreichen Vorschläge die Betroffenen entwickeln, die eigene Lebensqualität zu verbessern, um dadurch auch das eigene Problemverhalten zu reduzieren bzw. zum Verschwinden zu bringen. Methodisch wurde mit qualitativen Forschungsansätzen gearbeitet. Die Informationen wurden an sog. Fokusgruppen und anlässlich von Interviews erhoben. Die aus der qualitativen Forschung geläufigen Techniken der Informationssammlung und Datenreduktion, der Generierung von thematischen Kategorien und Kodes und der Interpretationen von wiederkehrenden Themen führten zu bemerkenswerten Ergebnissen. So zeigte sich, dass Variablen der Lebensqualität sich auf Variablen des Problemverhaltens auswirken und dass die Betroffenen motiviert und auch in der Lage dazu sind, mit den ihnen zur Verfügung stehenden Mitteln lösungsorientierte Informationen zu entwickeln.

]]> Michael B. Ruef Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools: Technical Assistance Guide http://digitalcommons.calpoly.edu/gse_fac/31 http://digitalcommons.calpoly.edu/gse_fac/31 Wed, 25 Feb 2009 16:27:05 PST George Sugai et al. Perspectives of Five Stakeholder Groups: Challenging Behavior of Individuals with Mental Retardation and/or Autism http://digitalcommons.calpoly.edu/gse_fac/29 http://digitalcommons.calpoly.edu/gse_fac/29 Wed, 25 Feb 2009 16:27:04 PST Data from five focus groups, each representing a different stakeholder constituency interested in the challenging behavior of individuals with mental retardation and/or autism, were reported. Emergent themes across administrators and policy makers, families, friends, individuals with disabilities, and teachers and practitioners included current barriers faced; practical, positive solutions found; and preferences for helpful informational products concerning challenging behavior. Key recommendations focus on the implications of this information for research, training, and dissemination activities.

]]> Michael B. Ruef et al. Using Neo-Institutionalism to Examine Cohort Practices in Educational Leadership Preparation Programs http://digitalcommons.calpoly.edu/gse_fac/28 http://digitalcommons.calpoly.edu/gse_fac/28 Fri, 12 Dec 2008 12:25:56 PST Joe F. Donaldson et al. The Enemy Within: A National Study on School Violence and Prevention http://digitalcommons.calpoly.edu/gse_fac/27 http://digitalcommons.calpoly.edu/gse_fac/27 Fri, 12 Dec 2008 12:25:55 PST This study investigated teacher, district, and site administrators' perceptions of school violence and violence prevention programs in 15 school districts of various sizes in 12 states located across the United States. The study focused on: (a) school personnel fears about violence, (b) frequency of school personnel as victims of violent actions over the past 2 years, (c) areas in the school environment that pose the greatest risk of violence for students or school personnel (d) profiles of typical victims and perpetrators of violence, (e) strategies implemented by schools to deal with violence, (f) perceptions regarding which strategies were considered to be the most and least effective in dealing with violence, and (g) the cost to school districts for violence prevention. The study concluded by providing a suggested plan of action to remediate and reduce violence in schools.

]]> George J. Petersen et al. The Complexity of Substantive Reform: A Call for Interdependence Among Key Stakeholders http://digitalcommons.calpoly.edu/gse_fac/26 http://digitalcommons.calpoly.edu/gse_fac/26 Fri, 12 Dec 2008 12:25:53 PST The field of educational leadership in the United States faces serious challenges in the 21st century, including the shortage of principals and superintendents, the growing demands of leadership positions, the struggle for adequate resources, the increasing trend to seek leaders from outside of education, and the content and effectiveness of school leadership preparation and professional development. Although each of these challenges could be viewed as a separate issue that warrants sustained and serious attention, it is also important to point out their interdependencies. The challenges facing educational leadership are complex and interconnected. This article explores the challenges facing educational leadership from the position of university educational leadership preparation. The authors look inward and outward, seeking to understand the complex factors and interconnections that support and detract from quality leadership preparation. Moreover, the authors explore contexts in terms of the factors that produce them and their interdependencies with other issues and contexts.

]]> Michelle D. Young et al. School Reform Strategies and Normative Expectations for Democratic Leadership in the Superintendency http://digitalcommons.calpoly.edu/gse_fac/25 http://digitalcommons.calpoly.edu/gse_fac/25 Fri, 12 Dec 2008 12:25:51 PST The ability of the superintendent to communicate ethical leadership to the community and demonstrate a positive relationship with the board president and the board of education has considerable influence on communities’ perceptions of the quality of educational programs and the academic achievement of children. This investigation employed social capital theory as a conceptual lens to investigate these relationships. Our findings suggest that district superintendents tread a fragile bridge where the sustainability of their leadership is dependent upon their mastery of the interplay among ethics, advocacy, and community relations.

]]> George J. Petersen et al. The School Board President’s Perception of the District Superintendent: Applying the Lenses of Social Influence and Social Style http://digitalcommons.calpoly.edu/gse_fac/24 http://digitalcommons.calpoly.edu/gse_fac/24 Fri, 12 Dec 2008 12:25:50 PST This exploratory study used components found in social influence theory and social style to examine the school board president’s perceptions of the district superintendent’s ability to influence the construction of the board agenda and voting decisions made by school boards in 131 randomly chosen school districts. Social influence theory and social style suggest that credibility, social attractiveness, assertiveness, and emotiveness are effective and compelling elements of influence. Results from this study suggest that favorable board decision making for superintendent-recommended action items is closely related to the superintendent’s trustworthiness (perceived use of skills and knowledge for the good of the district), expertise (specialized knowledge of the superintendent) and social attractiveness (perceived compatibility with board presidents). Findings also indicate that the attributes of social influence theory and social style are perceived as essential in the superintendent’s ability to develop and maintain a cooperative working relationship with board members and the community.

]]> George J. Petersen et al. Perceptions of School Violence by Elementary and Middle School Personnel http://digitalcommons.calpoly.edu/gse_fac/23 http://digitalcommons.calpoly.edu/gse_fac/23 Fri, 12 Dec 2008 12:25:49 PST Dale Pietrzak et al. The National Commission for the Advancement of Educational Leadership Preparation: An Introduction http://digitalcommons.calpoly.edu/gse_fac/22 http://digitalcommons.calpoly.edu/gse_fac/22 Fri, 12 Dec 2008 12:25:47 PST The fall calendar of 2001 was awash in meetings focused on the future of educational leadership. In August of 2001, the Wallace-Reader’s Digest Funds sponsored a conference on educational leadership at Manitou Springs, Colorado. In September, the National Commission for the Advancement of Educational Leadership Preparation (NCAELP) planned to hold a meeting on the future of educational leadership preparation,1 and in October, the Danforth Foundation, the Land Grant Deans and Affiliated Private Institutions organization, and the U.S. Department of Education focused meetings around educational leadership. Each of these organizations was proactively responding to the increasingly urgent calls for changes in the way educational leadership is practiced and in how educational leaders are prepared and developed (Jackson & Kelley, 2002 [this issue]; Young, Petersen, & Short, 2002 [this issue]).

This special issue includes six articles solicited by the NCAELP as thinking pieces for discussion. These articles provided critical examinations of the field of educational administration, including the practice of educational leadership, the preparation and development of educational leaders, the evaluation of programs, and the context within which practice, preparation, and development take place. The special issue also includes two commentary pieces. One commentary, written by Nelda Cambron-McCabe and Luvern L. Cunningham, represents the perspective of educational leadership faculty members who have been involved in reform efforts over the past few decades. The second commentary provides a national policy lens from Mike Usdan, an individual who has worked “inside the beltway” on leadership issues for years.

The purpose of this special issue is threefold. One purpose is the articulation and dissemination of information on the NCAELP with our colleagues and those interested in moving our profession forward. A second purpose is to share articles that provide valuable examinations of the current status of our field. The third and final purpose is to encourage a generative discussion on the future of our field, a discussion that has the power to support the reforms needed in educational leadership preparation and professional development.

]]> Michelle D. Young et al. Changing Times, Changing Relationships: An Exploration of the Relationship Between Superintendents and Boards of Education http://digitalcommons.calpoly.edu/gse_fac/21 http://digitalcommons.calpoly.edu/gse_fac/21 Tue, 09 Dec 2008 14:40:23 PST Historically in the United States, states have delegated much of their authority over educational policy to local school districts. However, reform and restructuring efforts as well as a weakening economy have placed enormous political and financial pressure on schools to do more with less, yet continue to demonstrate effective leadership at the district level. Research literature focused on district leadership indicates that the relationship between the superintendent and board of education has a significant impact on the quality of a district's educational program.

This conceptual paper explores the implications of three distinct trends on the relationship between superintendents and boards of education: (1) changing demographics; (2) changes brought about by school reform; and (3) changes in superintendents themselves. The heart of this paper explores the impact of these trends on superintendent-board relationships in the future. After examining current research on superintendent-board relations, the paper examines recent demographic trends and speculates whether changing demographics would alter, in any substantive way, relations between superintendents and boards of education. In a similar vein, how do reforms such as the development of more comprehensive accountability systems (often tied to performance or merit pay for administrators) and changes in school governance models (such as the Chicago model) impact the relationship between superintendents and their school boards? Finally, how do changes in superintendents themselves-in their training and work experiences-affect their relations with school boards? Essentially, we ask whether any of these changes will influence or alter relations between superintendents and school boards and, if so, in what ways? The essay concludes by posing a series of "Interesting Questions" meant to stimulate discussion and further research into board-superintendent relations.

]]> George J. Petersen et al. Facing and Uncertain Future: An Investigation of the Preparation and Readiness of First-Time Superintendents to Lead in a Democratic Society http://digitalcommons.calpoly.edu/gse_fac/20 http://digitalcommons.calpoly.edu/gse_fac/20 Tue, 09 Dec 2008 14:15:39 PST Theodore J. Kowalski et al. Singing the Same Tune: Principals' and school board members' perceptions of the superintendent's role as instructional leader http://digitalcommons.calpoly.edu/gse_fac/19 http://digitalcommons.calpoly.edu/gse_fac/19 Tue, 09 Dec 2008 13:57:57 PST Understanding the multifaceted roles and responsibilities of the district superintendent as an instructional leader has proved to be a long-standing and sometimes elusive endeavor. In spite of the consistency of research findings, instructional leadership remains one of the more controversial characteristics associated with the examination of the district superintendent. The findings reported here are part of a larger study on the role and responsibilities of the superintendent as an instructional leader. Specifically, this investigation examined the covariance between school principals' and school board members' views of the instructional leadership of the district superintendent. Results from this correlational and regression analysis empirically illustrate a statistically significant relationship between superintendent vision and the factors of organizational mission, program and personnel evaluation, principal decision-making and school board/community involvement. The findings also suggest that involvement of professional educators and members of the community in formulating instructional programs significantly affects the success of the district leader.

]]> George J. Petersen Cohort Doctoral Preparation Programs: Neo-Institutional Perspectives http://digitalcommons.calpoly.edu/gse_fac/18 http://digitalcommons.calpoly.edu/gse_fac/18 Tue, 09 Dec 2008 13:57:55 PST In response to societal, pedagogical, and economic pressures for change, colleges of education and departments of educational leadership have sought alternative formats for the professional development of educational leaders (Clark and Clark, 1997; Glasman and Glasman, 1997; Short, 1997; Petersen and Barnett, 2005). A major programmatic development that is illustrative of responses to these pressures is the use of cohorts, which have emerged as a popular program delivery strategy (Murphy, 1999). Cohorts are touted for providing clear program structure and course sequencing, a supportive peer group, and increased contact with instructors (Norris & Barnett, 1994; Yerkes, Basom, Norris, & Barnett, 1995; Barnett, Basom, Yerkes, & Norris, 2000). University administrators, faculty and students laud cohort programs as vehicles for increasing student interaction and interdependence (Norris & Barnett, 1994), increasing student involvement and integration with the greater university community, and improving learning outcomes (Reynolds & Herbert, 1998). Yet, despite these observations about cohorts, we really have very little empirical evidence to support claims that cohorts prepare educational leaders at the doctoral level any better than other programmatic forms (Barnett et al., 2000). So, why have cohorts become so popular? One lens for exploring this and related questions is neo-institutional theory. Neo-institutional theory offers a means to explore not only the level of commonality in use of cohorts, but also the processes by which they have become so popular across the leadership preparation landscape.

]]> Joe Donaldson et al. Building Schools That Are Responsive To Student Learning http://digitalcommons.calpoly.edu/gse_fac/17 http://digitalcommons.calpoly.edu/gse_fac/17 Tue, 09 Dec 2008 13:57:54 PST This study analyzed perceptions regarding newly created facilities to staff and student needs and the enhancement of learning. Inclusion of future occupants in the planning was rare. This study investigated: 1. perceptions of the educational structure’s ability to meet the programming needs of students; 2. perceptions of the building’s impact on the academic achievement of students; 3. the role of evaluation in planning of the school building; 4. perceptions regarding the responsiveness of the facility; and, 5. differences in perception between the participating districts. Findings indicate significant differences in perceptions regarding the responsiveness of the new facility. Responses revealed district size was a critical factor in the use of a facility task force. Formal evaluations of building designs were conducted only after the buildings were occupied.

]]> Peggy R. Riggs et al.