Journal of Research in Special Educational Needs最新文献_第10页

Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature 辅导作为特殊教育教师的教学策略：评估文献的严谨性和质量

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70072

Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis

{"title":"Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature","authors":"Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis","doi":"10.1111/1471-3802.70072","DOIUrl":"10.1111/1471-3802.70072","url":null,"abstract":"Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single-case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q-BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567668","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}

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22

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How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables 我老师的差异化教学实践效果如何？差别化教学对学生社会情绪变量的影响研究

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70073

Marcela Pozas, Verena Letzel-Alt

{"title":"How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables","authors":"Marcela Pozas, Verena Letzel-Alt","doi":"10.1111/1471-3802.70073","DOIUrl":"10.1111/1471-3802.70073","url":null,"abstract":"In consideration of the substantial increase in students' learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students' academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students' achievement outcomes. Consequently, the potential impact of DI on students' socio-emotional outcomes has, up until now, received very little attention. In order to address this gap in research, the current study sought to investigate the effects of DI on students' emotional well-being, social inclusion and academic self-concept. Survey participants in this study included 602 lower secondary school students from 25 inclusive and regular classes in secondary schools in Mexico. Following multilevel analyses, the results have indicated that students' rating of their teachers' DI practice was not positively associated with their emotional well-being, social inclusion and academic self-concept. A further t-test for dependent samples demonstrated that students perceive their teachers' DI practice to be quite seldom. Implications and further lines of research are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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Journal of Research in Special Educational Needs Pub Date : 2026-02-22

引用次数: 0

How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables 我老师的差异化教学实践效果如何？差别化教学对学生社会情绪变量的影响研究

IF 1

Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70073

Marcela Pozas, Verena Letzel-Alt

{"title":"How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students' socio-emotional variables","authors":"Marcela Pozas, Verena Letzel-Alt","doi":"10.1111/1471-3802.70073","DOIUrl":"10.1111/1471-3802.70073","url":null,"abstract":"In consideration of the substantial increase in students' learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students' academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limited to an examination of its effects on students' achievement outcomes. Consequently, the potential impact of DI on students' socio-emotional outcomes has, up until now, received very little attention. In order to address this gap in research, the current study sought to investigate the effects of DI on students' emotional well-being, social inclusion and academic self-concept. Survey participants in this study included 602 lower secondary school students from 25 inclusive and regular classes in secondary schools in Mexico. Following multilevel analyses, the results have indicated that students' rating of their teachers' DI practice was not positively associated with their emotional well-being, social inclusion and academic self-concept. A further t-test for dependent samples demonstrated that students perceive their teachers' DI practice to be quite seldom. Implications and further lines of research are discussed.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature 辅导作为特殊教育教师的教学策略：评估文献的严谨性和质量

IF 1

Journal of Research in Special Educational Needs Pub Date : 2026-02-22 DOI: 10.1111/1471-3802.70072

Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis

{"title":"Coaching as an instructional strategy for special education teachers: Evaluating the rigour and quality of the literature","authors":"Miriam C. Boesch, M. Alexandra Da Fonte, Hanneh S. Shiheiber, Keren E. Deneny, Kaitlyn R. Shaw, Margaret F. Davis","doi":"10.1111/1471-3802.70072","DOIUrl":"https://doi.org/10.1111/1471-3802.70072","url":null,"abstract":"Special education teachers receive professional development training that rarely includes the use of coaching. Coaching is essential as it provides teachers with specific strategies and feedback to enhance their skillset. Thus, the aim of this systematic literature review was to identify single-case research design studies that evaluated coaching of special education teachers. Studies were assessed for rigour and quality using the Single Case Analysis and Review Framework (SCARF), to identify commonly used coaching components, assess coaching effectiveness through improvement rate difference (IRD) calculations, and identify research gaps. Using a multifaceted search procedure, 14 studies were included. Findings indicated that most studies had low SCARF rigour scores, high SCARF quality and breadth of measurement scores (Q-BM) and high IRD scores. Common coaching components included an initial presentation, practice of the skill and provision of feedback. Practical implications and future research directions are also reported.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567671","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

Bullying in special schools: Types, frequency and school staff's self-efficacy 特殊学校校园欺凌：类型、频率与教职员自我效能感

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Journal of Research in Special Educational Needs Pub Date : 2026-02-16 DOI: 10.1111/1471-3802.70071

Nicolette W. T. Lee, Julia R. Badger

{"title":"Bullying in special schools: Types, frequency and school staff's self-efficacy","authors":"Nicolette W. T. Lee, Julia R. Badger","doi":"10.1111/1471-3802.70071","DOIUrl":"10.1111/1471-3802.70071","url":null,"abstract":"Bullying is an education and health priority. The existing evidence has primarily focused on mainstream schools, with few studies conducted in special education schools. The present study aimed to quantify school staff's observations of bullying in special schools, also presenting by school specialism. The second part measured school staff self-efficacy when dealing with bullying. A total of 72 school staff sampled from special schools in England participated in an anonymous survey with closed- and open-ended questions. Results indicated that physical, verbal, and relational bullying were all evident in special schools, yet the observed frequency pattern changed when schools were split by specialism. Moreover, t-test showed no significant difference between classroom and non-classroom staff, gender or years of experience regarding self-efficacy when dealing with bullying, but significant differences were found showing higher self-efficacy for those who had received training on dealing with bullying. An understanding of bullying from the special school staff perspective provides insight for the development of anti-bullying programmes or training on dealing with bullying, specifically designed for learners or school staff in special schools.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146217118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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Journal of Research in Special Educational Needs Pub Date : 2026-02-16

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IF 1

Journal of Research in Special Educational Needs Pub Date : 2026-02-11

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Diverse students' perceptions of diversity and inclusion in higher education: A critical review of questionnaires 不同学生对高等教育多样性和包容性的看法：对调查问卷的批判性回顾

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Journal of Research in Special Educational Needs Pub Date : 2026-02-11 DOI: 10.1111/1471-3802.70068

Hemendra S. Mistry, Maria Cruz Sanchez Gomez, Martin Skutil

{"title":"Diverse students' perceptions of diversity and inclusion in higher education: A critical review of questionnaires","authors":"Hemendra S. Mistry, Maria Cruz Sanchez Gomez, Martin Skutil","doi":"10.1111/1471-3802.70068","DOIUrl":"10.1111/1471-3802.70068","url":null,"abstract":"As the primary beneficiaries of education, diverse students' perceptions of practices on diversity and inclusion policies in higher education are crucial for understanding the progress and growth and identifying the areas that require further attention. This study reviews eleven questionnaires that capture diverse students' perceptions of diversity and inclusion-related aspects of higher education, with the aim of assisting researchers in selecting the most relevant measure based on the purpose of their research. Most of the reviewed questionnaires demonstrated adequate reliability and validity. The Students' Perceptions of Diversity (SPD) questionnaire and the Scale of Perceptions about University Inclusion (SPUI) were identified as the most appropriate questionnaires, as they possess adequate psychometric properties and address the perceptions of students from diverse backgrounds on diversity and inclusion at the higher education level. The Inclusive Management in Tertiary Institutes Scale (IMTIS) was another psychometrically valid instrument that employed more current terminology and adequately addressed the inclusion component at the tertiary level. This paper serves as a useful resource to facilitate the appropriate choice of questionnaires that measure diverse students' perceptions of diversity and inclusion.","PeriodicalId":46783,"journal":{"name":"Journal of Research in Special Educational Needs","volume":"26 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://nasenjournals.onlinelibrary.wiley.com/doi/epdf/10.1111/1471-3802.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0