The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n =…

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…

This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents…

This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…

The focus of this study was on increasing the knowledge base on students with disabilities at the secondary level. Data were gathered on 559 classified secondary students with disabilities served in four educational options: cotaught classes, resource rooms, alternate day support programs, and no direct supports. Results indicate that there are…

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…

Results of teacher ratings of 383 6-11 year olds in therapeutic classes (Israeli resource rooms) revealed a combination of behavioral and academic problems as reasons for referral; an overall inprovement in academic, social, and behavioral functioning; and differences in levels of teachers' cooperation related to levels of pupil performance. (CL)

The attendance of pupils scheduled to receive special education resource room instruction was investigated, with such findings as that 22 percent of resource room contacts were missed, that 10 percent of contacts were missed due to student absence from school, and that 12 percent were because of school activities or resource room closings.…

Results of questionnaires completed by 414 school districts indicated that most local education agencies use resource room programs and have done so for at least three years. Most programs are multicategorical. The majority reported the programs effective and said they would continue to be used. Findings cited the need for descriptions of model…

Thirty-five resource elementary and secondary resource teachers identified as major difficulties of their positions lack of inservice training to acquaint classroom teachers with the role of the resource room program, conflicts with regular class teachers, lack of funds and materials, and excessive paperwork. (CL)

Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of…

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

Written job description information of 76 resource programs was compared with administrator perceived resource teacher job requirements in the areas of direct instruction, assessment, administration, and indirect service. Results indicated significant differences with far fewer responsibilities being formally described than informally perceived as…

Behaviors of 42 elementary resource teachers and 57 regular elementary teachers were analyzed. Resource teachers spent more time than elementary teachers in accepting students' feelings, praising/encouraging students, and accepting student ideas. In general, verbal behavior of teachers in the two settings was not significantly different. (CL)