Special Education Teachers' Views of Research-Based Practices
By Alison G. Boardman, María Elena Argüelles, S. Vaughn, M. Hughes, J. Klingner. 2005
259 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/4e0168dd9a666cd2327806c523f5f710b4aff0d4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- J. McKenna
- Stephen P. Ciullo
- Bryan G. Cook
- Sharon Lohrmann
- Michael Solis
- Sara Cothren Cook
- Mark J. Palmieri
- Stacy D. Martin
In Education
- J. McKenna
- Mark J. Palmieri
- Stacy D. Martin
- S. Forman
- Sara Cothren Cook
- J. B. Crockett
- Sharon Lohrmann
- D. A. Bays
Citations in the corpus
- Special Education Teachers’ Perceptions and Instructional Practices in Response to Intervention Implementation (2012, background): “Due to the social nature of focus groups (Boardman et al., 2005), they are a less precise way of measuring individual responses.”
- Is Brain Gym® an Effective Educational Intervention? (2010, background): “130) and have a great deal of freedom to implement or adapt programs and practices as they see fit (Boardman et al., 2005), it is crucial that information about the efficacy of programs such as Brain Gym® be disseminated and available to teachers.”
- A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, methodology): “Koegal, & Koegal, 1998; Barry & Burlew, 2004; Bevill, Gast, Maguire, & Vail, 2001; Boutot, Guenther, & Crozier, 2005; D’Ateno, Mangiapanello, & Taylor, 2004; Kohler, Anthony, Steighner, & Hoyson, 2001; Krantz & McClannahan, 1998; Loncola & Craig-Unkefer, 2005; MacDonald, Clark, Garrigan, & Vangala”
- Teachers’ Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD (2011, background): “Alternatively, factors other than training may influence special education teachers’ decisions regarding the types of approaches they use to support students with behavior problems ( Boardman et al. 2005 ).”
- Unraveling Evidence-Based Practices in Special Education (2013, background): “Indeed, many educators have expressed hostility and mistrust toward research in general and EBPs in particular (e.g., Boardman et al., 2005; Hammersley, 2005; Jones, 2009).”
- Evaluating the impact of teacher professional development: an evidence-based framework (2014, background): “Arguably teachers benefit from the support of collaborative practices to help facilitate teachers’ deep learning or conceptual knowledge related to practices, which results from a longitudinal study by Bolam et al. (2005) suggest is necessary for sustaining changes over time. Level 4 of Guskey’s (20”
- Investigating Instructional Leadership for Special Education (2007, background): “Professional development that offers opportunities for teachers to evaluate their students’ progress as they utilize new techniques provides the strongest support for using strategies that meet special needs, while providing benefits to a wide range of learners (Boardman et al., 2005).”
- Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention (2008, background): “For example, staff need to believe that the new practice meets their job needs (i.e., improved student learning) and is applicable and feasible for their individual situations (i.e., met needs of diverse learners in class) (Boardman et al., 2005; Brownell et al., 2006).”