Research into practice through professional development

Remedial and Special Education

Volumn 24, Issue 2, 2003, Pages 75-87

  Little, Mary E ^a   Houston, Debby ^b  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037354604     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/07419325030240020301     Document Type: Article

References (55)

1. Adams, M., Foorman, B., Lundberg, A., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore: Brookes.
2. Baker, J., & Zigmond, N. (1995). The meaning and practice of inclusion for the students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29, 163-180.
3. Barth, R. S. (1991). Improving schools from within. San Francisco: Jossey-Bass.
4. Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
5. Carnine, D. (1999). Campaigns for moving research into practice. Remedial and Special Education 20, 2-6, 35.
6. Center for Policy Research on the Impact of General and Special Education Reform. (1996). Standards-based school reform and students with disabilities (Issue brief). Alexandria, VA: Author.
7. Conger, J. A., & Benjamin, B. (1999). Building leaders: How successful companies develop the next generation. San Francisco: Jossey-Bass.
8. Cuban, L. (1996). Myths about changing schools and the case of special education. Remedial and Special Education, 17, 75-82.
9. Deshler, D. D., & Schumacher, J. S. (1993). Strategy mastery by at-risk students: Not a simple matter. Elementary School Journal, 94, 153-167.
10. Doyle, J. (1998). Phonemic awareness (Issue Brief, Florida Department of Education). Tallahassee, FL: Author.
11. Englert, C. S., & Farrant, K. L. (1995). Creating collaborative culture for educational change. Remedial and Special Education, 16, 325-336.
12. Erickson, R., Ysseldyke, J., Thurlow, M., & Elliott, J. (1998). Inclusive assessments and accountability systems. Teaching Exceptional Children, 31(2), 4-9.
13. Education for All Handicapped Children Act of 1975, P.L. 42-142, 20 U.S.C. § 1400 et seq.
14. Espin, C. F. A. & Deno, S. L. (2000). Research to practice: Views from researchers and practitioners. Learning Disabilities Research & Practice, 15, 67-69.
15. Evans, D. W., Harris, D. M., Adeigbola, M., Houston, D., & Argott, L. (1993). Restructuring special education services. Teacher Education and Special Education, 16, 137-145.
16. Evans, D., & Panacek-Howell, L. (1995). Restructuring education: National reform in regular education. In J. L. Paul, H. Rosselli, & D. Evans (Eds.), Integrating school restructuring and special education reform (pp. 30-42). Fort Worth, TX: Harcourt Brace.
17. Fisher, J. B., Schumacher, J. B., & Deshler, D. D. (1995). Searching for validated inclusive practices: A review of literature. Focus on Exceptional Children, 28, 1-20.
18. Florida Department of Education. (1999). Impact of staff development (Issue brief). Tallahassee: Author.
19. Forness, S., Kavale, K. A., Blum, J., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9.
20. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Palmer Press.
21. Fullan, M. (1995). The limits and the potential of professional development. In T. Guskey & M. Huberman (Eds.). Professional development in education: New paradigms and practices (pp. 148-162). New York: Teachers College Press.
22. Fullan, M. (1999). Change forces: The sequel. Bristol, PA: Falmer Press.
23. Fullan, M. (2000). Leading in a culture of change. San Francisco: JosseyBass.
24. Fullan, M., & Hargreaves, A. (1992). What's worth fighting for? Working together for your school. Toronto: Elementary Teachers Federation of Ontario.
25. Garmston, R. (1987). How administrators support peer coaching. Educational Leadership, 44(5), 18-26.
26. Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.
27. Gersten, R., Woodward, J., & Morvant, M. (1992). Refining the working knowledge of experienced teachers. Educational Leadership, 49(1), 34-38.
28. Glickman, C. D. (1993). Renewing America's schools: A guide for school-based action. San Francisco: Jossey-Bass.
29. Greenwood, C., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24, 276-289.
30. Goodlad, J. I. (1992). On taking school reform seriously. Phi Delta Kappan, 232-238.
31. Goodlad, J. (1998). How teachers teach. New York: McGraw-Hill.
32. Guskey, T. R., & Sparks, D. (1996). Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development, 17(4), 2-6.
33. Margraves, A., & Fink, D. (2000). The three dimensions of reform. Educational Leadership, 57(5), 30-33.
34. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1415.
35. Joyce, B. (1990). Changing school culture through staff development. The 1990 ASCD yearbook. Alexandria, VA: Association for Supervision and Curriculum Development.
36. Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
37. Kameenui, E. J., & Carmine, D. W. (Eds.). (1998). Effective strategies for accommodating students with diverse learning and curriculum needs. Columbus, OH: Merrill.
38. Little, J. W. (1997). Teachers' professional development in a climate of educational reform. In M. Fullan (Ed.), The challenge of school change (pp. 123-141). Arlington Heights, IL: Skylight.
39. Little, M. E. (2001a). Successful school improvement using classroom-based research. Educational Leadership, 2(1), 41-44.
40. Little, M. E. (2001b). Summative report of EIP project. Tallahassee: Florida Department of Education.
41. National Association of Secondary School Principals. (1996). Breaking ranks: Changing an American institution (Issue brief). Washington, DC: Author.
42. Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision of Curriculum Development.
43. Schmuck, R. A. (1997). Practical action research for change. Arlington Heights, IL: Skylight Training and Publishing.
44. Senge, P., Combron-McCabe, N., Lucas, T., Dutton, J., & Kleiner, A. (2000). Schools that learn. New York: Doubleday.
45. Sergiovanni, T. J. (1999). The lifeworld of leadership: Creating culture, community, and personal meaning in our schools. San Francisco: Jossey-Bass.
46. Skrtic, J. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61, 148-207.
47. Sparks. D., & Loucks-Horsley, S. (1992). Five models of staff development for teachers. Oxford, OH: National Staff Development Council.
48. Sparks, D., & Richardson, J. (1997). What is staff development anyway? Oxford, OH: National Staff Development Council.
49. Stanford, J. (1999). Victory in our schools: We CAN give our children excellent public education. New York: Bantam.
50. Torgesen, J. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.
51. Turnbull, R., Rainbolt, K., & Buchele-Ash, A. (1997). Individuals with Disabilities Education Act: Digest of significance of 1997 amendments. Lawrence, KS: Beach Center on Families and Disability.
52. U.S. Department of Education. (1996). Building knowledge for a nation of learners (Issue brief). Washington, DC: Author.
53. Vaughn, S., & Sinagub, J. M. (1998). Social competence of students with learning disabilities: Intervention and issues. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 453-587). Orlando, FL: Academic Press.
54. Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 45, 696-703.
55. Ysseldyke, J., Thurlow, M., & Elliott, J. (1998). NCEO framework for educational accountability. Minneapolis, MN: National Center Educational Outcomes Publications Office.