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Rural Special Education Quarterly最新文献

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Rurality and the Provision of Extended School Year Services Rurality与延长学年服务的提供
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-11-13 DOI: 10.1177/87568705221136110
L. Barnard‐Brak, Danielle Fearon-Drake, Kagendo Mutua
{"title":"Rurality and the Provision of Extended School Year Services","authors":"L. Barnard‐Brak, Danielle Fearon-Drake, Kagendo Mutua","doi":"10.1177/87568705221136110","DOIUrl":"https://doi.org/10.1177/87568705221136110","url":null,"abstract":"We examined differences in the receipt and delivery of extended school year (ESY) services in the United States by locale as being rural, urban, or suburban. We found that there were significant differences in the percentage of students receiving ESY services according to locale, with rural local education agencies (LEAs) having a significantly lower percentage of students receiving ESY services. Additionally, we found that special education directors perceived the number of students receiving ESY services as generally being “about right” for their LEA. We also found that urban special education directors were significantly more likely to report that there should be less students receiving ESY services while rural special education directors were less likely to report this. We then found that rural LEAs generally reported providing significantly fewer types of ESY services offered than urban or suburban LEAs. Finally, we found that urban LEAs reported significantly higher attendance rates of students who attended ESY services as compared with rural LEAs.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Riding Fences 41.4 骑墙41.4
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-11-04 DOI: 10.1177/87568705221135693
Ginevra Courtade
{"title":"Riding Fences 41.4","authors":"Ginevra Courtade","doi":"10.1177/87568705221135693","DOIUrl":"https://doi.org/10.1177/87568705221135693","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45304972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration 为提高农村学校包容性做准备:大学与农村教育服务机构的合作
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-10-21 DOI: 10.1177/87568705221132557
Todd H. Sundeen
{"title":"Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration","authors":"Todd H. Sundeen","doi":"10.1177/87568705221132557","DOIUrl":"https://doi.org/10.1177/87568705221132557","url":null,"abstract":"Inclusion rates for students with disabilities in general education settings have increased nationwide. To further extend this progress, schools, districts, and educational service agencies in rural areas have sought ways to improve their own inclusion metrics. This article describes a technical assistance arrangement that was initiated between a rural educational service agency and a local university. In this article, we provide details of the collaboration and the steps that were implemented to successfully improve inclusion rates and access to the general education curriculum for students with disabilities. Detailed descriptions of the two major project stages are provided. Summaries of data collected from special educator and general educator surveys are included. Additionally, this article discusses educator training delivered, collaboration opportunities provided, and administrative supports incorporated into efforts to increase inclusion in a meaningful way for students in five target schools. A summary of what worked and what still needs improvement is also provided.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43335066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings 农村小学生混合能力在线配对的叙事写作进展
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-10-01 DOI: 10.1177/87568705221110464
Sung-Hee Lee, Malayna B. Bernstein
{"title":"Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings","authors":"Sung-Hee Lee, Malayna B. Bernstein","doi":"10.1177/87568705221110464","DOIUrl":"https://doi.org/10.1177/87568705221110464","url":null,"abstract":"This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48291446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Riding Fences 骑栅栏
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-08-29 DOI: 10.1177/87568705221119544
Nicholas A. Gage, Ginevra Courtade
{"title":"Riding Fences","authors":"Nicholas A. Gage, Ginevra Courtade","doi":"10.1177/87568705221119544","DOIUrl":"https://doi.org/10.1177/87568705221119544","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Riding Fences 骑栅栏
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-06-01 DOI: 10.1177/87568705221098206
Ashley S. Macsuga-Gage, Laura Kern, Nicholas A. Gage
{"title":"Riding Fences","authors":"Ashley S. Macsuga-Gage, Laura Kern, Nicholas A. Gage","doi":"10.1177/87568705221098206","DOIUrl":"https://doi.org/10.1177/87568705221098206","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42815433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Rural School Implementation of Positive Behavioral Supports Across Tiers 农村学校跨层级实施积极行为支持的研究
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-30 DOI: 10.1177/87568705221097114
Erin A. Chaparro, Angus Kittelman, Sara C. McDaniel, Heather Peshak George, J. VanLone, SoLing So
{"title":"Examining Rural School Implementation of Positive Behavioral Supports Across Tiers","authors":"Erin A. Chaparro, Angus Kittelman, Sara C. McDaniel, Heather Peshak George, J. VanLone, SoLing So","doi":"10.1177/87568705221097114","DOIUrl":"https://doi.org/10.1177/87568705221097114","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically (n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools (n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida 探索SWPBIS在佛罗里达州农村和城市学校的实施结果
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-30 DOI: 10.1177/87568705221094560
Nicholas A. Gage, Laura Kern, Heather Peshak George, Karen Elfner, Karen Robbie
{"title":"Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida","authors":"Nicholas A. Gage, Laura Kern, Heather Peshak George, Karen Elfner, Karen Robbie","doi":"10.1177/87568705221094560","DOIUrl":"https://doi.org/10.1177/87568705221094560","url":null,"abstract":"Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47795422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools 农村学校积极行为干预与支持的实施情况研究
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-17 DOI: 10.1177/87568705221097117
S. A. Garbacz, Rachel T. Santiago, K. Gulbrandson
{"title":"Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools","authors":"S. A. Garbacz, Rachel T. Santiago, K. Gulbrandson","doi":"10.1177/87568705221097117","DOIUrl":"https://doi.org/10.1177/87568705221097117","url":null,"abstract":"School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in accessing resources. The purpose of this study was to examine variables that may influence PBIS implementation fidelity, sustained fidelity, training, and assessment and how these variables vary across geographic locales. Nine years of statewide PBIS implementation and school-level data were drawn from a longitudinal statewide dataset for the U.S. state of Wisconsin. Results of generalized linear models, MANOVA, and discriminant analysis indicated (a) consistent assessment and sustained fidelity in rural and town schools were positively associated with district size and enrollment of minoritized students, but they were negatively associated with enrollment of ELL students (with grade level also having an association with sustained fidelity); (b) locale had an effect on fidelity, assessment, and training; and (c) rural and city locales had the greatest differences from each other in training, assessment, and fidelity. Study limitations and future research directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Climate in Rural and Urban Schools and the Impact of SWPBIS 城乡学校气候与SWPBIS的影响
IF 1.5
Rural Special Education Quarterly Pub Date : 2022-05-17 DOI: 10.1177/87568705221098031
Kaci Ellis, Nicholas A. Gage, D. Kramer, Emily Baton, Courtney Angelosante
{"title":"School Climate in Rural and Urban Schools and the Impact of SWPBIS","authors":"Kaci Ellis, Nicholas A. Gage, D. Kramer, Emily Baton, Courtney Angelosante","doi":"10.1177/87568705221098031","DOIUrl":"https://doi.org/10.1177/87568705221098031","url":null,"abstract":"Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students’ perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44934084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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