Papers by Kristin Sayeski
Teaching Exceptional Children, Sep 1, 2011
ICERI proceedings, Nov 1, 2018
There is a need for teacher candidates to learn how to implement evidence-based practices (Cook, ... more There is a need for teacher candidates to learn how to implement evidence-based practices (Cook, Tankersley, Cook, & Landrum, 2008; Council for the Accreditation of Educator Preparation [CAEP], 2015). Many teacher preparation programs (TPPs) report introducing evidence-based practices within coursework, yet research has shown that candidates do not receive the type of practice and feedback required for skill acquisition (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009; Janssen, Grossman, & Westbroek, 2015). In addition, recent research has demonstrated the limitations of teacher preparation on candidates' capacity to plan and implement evidence-based practices with fidelity upon completion of their programs (Maheady, Smith, & Jabot, 2013; Scheeler, Budin, & Markelz, 2016). To bridge the gap between universitybased classroom learning and applied teaching, many scholars advocate for increased time in practicum settings or practice-based teaching 735876T ESXXX10.
Teaching Exceptional Children, Sep 1, 2018
Teaching Exceptional Children, Mar 1, 2016
Handbook of Student Engagement Interventions
Abstract To maximize student learning, teachers must provide students with the choice to be engag... more Abstract To maximize student learning, teachers must provide students with the choice to be engaged in effective instruction and effectively employ classroom management strategies that promote students to be academically engaged. The chapter discusses how universal screening data can be employed to assess general curriculum effectiveness and whether individual teachers are maximizing their students’ academic growth through effective classroom management procedures. Suggestions are provided regarding how to assess on-task behavior and academic engagement. The importance of academically engaging students through question asking is discussed along with empirical procedures for maximizing the information teachers can gain and students can learn from these interactions. Finally, evidence-based supplemental intervention practices that promote the acquisition and development of proficiency in basic reading skills and reading comprehension are reviewed.
TEACHING Exceptional Children, 2015
Beyond Behavior, Apr 19, 2022
Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attenti... more Despite decades of robust evidence demonstrating the effectiveness of self-monitoring for attention, the strategy is not universally taught to students who struggle with attention, particularly within general education settings. Recent studies have included technology such as tablets or smartphones, adding to the ease and social acceptability of the self-monitoring strategy. In this article, we provide the steps and tips for teachers to use an inexpensive smartphone app to increase on-task attending during instruction.
Intervention In School And Clinic, May 3, 2022
Teaching Exceptional Children, Oct 11, 2022
Although bullying has long been an issue in schools, it has evolved into an epidemic and is ident... more Although bullying has long been an issue in schools, it has evolved into an epidemic and is identified as one of the pre-dominant issues faced by students in the U.S. school system (Raskauskas & Modell, 2011). Bullying is defined as any aggressive behavior of a more powerful person or group toward a less powerful person, and it can come in three forms: direct bullying (e.g., physical or verbal aggression), indirect bullying (e.g., social exclusion), and sexual harass-ment (e.g., physically intrusive behaviors and unwanted sexual behavior) (Leff, Power, & Goldstein, 2004; National Center for Education Statistics [NCES], 2007).This behav-ior has become a priority for schools, parents, and policy makers alike due to the many short-term and long-term negative effects bullying can have on students (Dinkes,
Schools are seeing an increase in the number of students who are identified as English language l... more Schools are seeing an increase in the number of students who are identified as English language learners (ELL). In 2010–2011, approximately 4.7 million students in U.S. pub-lic schools were identified as ELL and participated in pro-grams to support their ELL needs (National Center for Education Statistics [NCES], 2012). This comprised approximately 10 % of the public school population, with the largest number of students living in Western states (NCES, 2012). Correspondingly, in the same academic year students with disabilities accounted for approximately 13% of the national public school population (NCES, 2012), with about 8 % having been identified as ELL (U.S. Department of Education, ED Data Express, 2012). Yet, national data indicate that there is an underrepresentation of students with disabilities identified as ELL who participate
The Physical Educator
Practitioners seeking an evidence-based reading intervention program for students with specific l... more Practitioners seeking an evidence-based reading intervention program for students with specific learning disabilities can fall unknowingly into the research-to-practice gap. Although a vast body of research demonstrates the importance of specific elements of effective reading instruction, current research on the efficacy of individual intervention programs remains weak. To wit, in 2021, Stevens et al. published a meta-analysis on Orton-Gillingham-based reading interventions. The Stevens et al. publication echoed the findings of a similar review conducted by Ritchey and Goeke in 2006: Most studies examining Orton Gillingham are of poor quality. Despite the scarcity of high-quality research on individual programs or approaches, education research can be used to inform the selection of reading intervention programs. In this article, we present a series of questions practitioners can use when evaluating the potential efficacy of a reading program. As each question is posed, we use Orton...
TEACHING Exceptional Children, 2018
TEACHING Exceptional Children, 2018
You can now view the document associated with this citation by clicking on the "View Documen... more You can now view the document associated with this citation by clicking on the "View Document as HTML" link below. ... Using student teacher evaluations of cooperating teachers, we extracted a set of quality indicators of effective mentor teachers. We will explore the various uses of ...
Intervention in School and Clinic, 2020
John Wills Lloyd is a professor emeritus at the University of Virginia and co-editor of Exception... more John Wills Lloyd is a professor emeritus at the University of Virginia and co-editor of Exceptional Children. He earned his PhD from the University of Oregon and spent most of his career at the University of Virginia. Dr. Lloyd has been an integral part of many professional organizations, including the Council for Exceptional Children’s Division for Learning Disabilities, where he served as president and later as the executive director, and the Division for Research. Dr. Lloyd’s work has focused on the identification of effective instructional practices, best-practice in single-case design research methodology, and facilitating a deeper understanding of learning disabilities. He has produced numerous scholarly articles, foundational textbooks, and web-based materials that continue to inform readers about effective practice in special education.
Teacher Education Quarterly, 2012
Every year teacher preparation programs invest considerable time and energy in selecting and supp... more Every year teacher preparation programs invest considerable time and energy in selecting and supporting cooperating teachers who serve as mentors for their student teachers (Sinclair, Dowson, & Thistleton-Martin, 2006). Given the weight and importance educators place on the student teaching experience (see, Glickman & Bey, 1990; McIntyre, Bird, & Fox, 1996) and the powerful role it can play in shaping future teachers (Lane, Lacefield-Parachini, & Isken, 2003; Mulholland & Wallace, 2001), it makes sense for teacher preparation programs to identify those practices of cooperating teachers that contribute to quality student teaching experiences. Further, knowledge of highly valued practices can be used to create professional development designed to enhance the mentoring skills of those teachers who serve as cooperating teachers. In this article, we present analysis of data from 389 student teachers' evaluations of cooperating teachers. From this data set, we identified those practic...
TEACHING Exceptional Children
Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundati... more Writing is a complex activity requiring a wide range of skills. Sentence construction, a foundational writing skill, is necessary for paragraph and composition writing. Unfortunately, many current approaches to teaching writing place a priority on the product—focusing on teaching the process of writing lengthy pieces rather than providing explicit instruction in the development of singular, well-constructed sentences. Many students with learning disabilities struggle with proficient sentence construction and acquiring content-area knowledge. Teaching sentence-level writing through content can aid in remediating sentence-level writing deficits while helping students build content-area knowledge. A framework for embedding writing across the curriculum and six sentence-level instructional activities are described.
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Papers by Kristin Sayeski