Working together: Lessons learned from school,family, and community collaborations

Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child‐serving agencies as well as between parents and service providers. In this article, we explore the role of schools in collaborative efforts on behalf of children with EBD. The demands on school personnel in local school districts are examined, the elements required for effective collaboration are articulated, and an exemplary model of comprehensive collaboration is described. Impediments to effective collaboration are summarized, and suggestions for how to create and sustain reliable partnerships are offered at the level of individual provider and child‐serving organization. Attention is given to contextual factors, such as financing and organizational structure, and also to programmatic issues. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 419–428, 2006.     

Job satisfaction: perceptions of a national sample of teachers of students who are deaf or hard of hearing

The study examined the perceptions of a national sample of teachers of students who are deaf or hard or hearing to assess their level of job satisfaction. A questionnaire was developed and distributed; 610 completed surveys were analyzed. Overall, respondents appeared satisfied with their jobs. Of the 59 items in the survey, 51 were scored as positive for the group as a whole. Participants reported that their relationships with colleagues were the most enjoyable aspect of the job. Paperwork, state assessment tests, and lack of family involvement were identified as the least satisfying aspects. Data were also analyzed by comparing the responses of teachers across groups--itinerant, elementary, secondary, and resource room. Generally, this group-by-group analysis produced findings similar to those for the overall sample. Recommendations on addressing the specific factors that teachers responded to negatively are provided.     

At the Intersection of Contemporary Descriptions of Science and Issues of Equity and Diversity: Student Teachers' Conceptions,Rationales, and Instructional Practices

Journal of Science Teacher Education -     

The Impact of Speedometry on Student Knowledge,Interest, and Emotions

Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports.     

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices,beliefs, and experiences

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003