Dorothy Jean Yocom

Literature Circles A Tool for Self-Determination in One Middle School Inclusive Classroom

Students in one multiage middle school inclusive classroom engaged in literature circles while reading various short stories and novels during the course of one school semester. The use of literature circles was meant to encourage students to improve their abilities to analyze literature selections as well as their self-determination in selecting literature to read and discussing their ideas. Students assessed their reading abilities before and after being introduced to literature circles. An analysis of variance between the means of pre- and postsurveys indicated that students with special needs believed literature circles helped them read, analyze, and discuss literature selections. The target group, students identified with special needs, showed a significant gain when their survey results were compared to the rest of the class. Procedures of the classroom study and emergent themes are described and interpreted in the context of an inclusive classroom.

Professional Development: When Teachers Plan and Deliver Their Own

Teachers at the University of Wyoming Lab School, a part of Albany County public schools, wanted to create a curriculum that provided all children equal access to high quality education in a caring environment that nurtured personal growth. Their approach found the Japanese Lesson Study format provided that vehicle. The researchers warn that it should not be assumed that this model translates flawlessly to U.S. schools. Their work describes how the program was altered for their school and the promising results they obtained.

COMMUNITY COLLEGE STUDENTS WITH LEARNING DISABILITIES: A NATIONAL SURVEY OF PERCEPTIONS AND PROCEDURES

This study was undertaken to investigate the perceptions held by developmental educators and counselors—student affairs professionals of current procedures for working with students with learning disabilities in community colleges. Current knowledge of students with learning disabilities and perceptions about their academic success were also examined. Implications for practice based on the results of this study were included.

The Wyoming Collaborative Mentorship Academy: A Field-Based Program for Certifying Fully Qualified Special Education Teachers in a Rural State

The purpose of Wyoming Collaborative Mentorship Academy (WCMA) is to provide school districts in Wyoming with an alternative route to certification for teachers who are currently teaching out of field in special education. The WCMA is a program designed to meet the needs of the students with disabilities in the state by providing a program which will increase the number of highly qualified and certified special educators, trained mentors, and administrators.

Managing Scarce Resources for Students with Learning Disabilities: Factors Affecting Resource Allocation in Wyoming.

Wyoming has often been described as a small town with very long streets. With a sparse population scattered across vast geographical distances, special education teachers in Wyoming have a unique challenge for providing an appropriate education to students with disabilities. This survey study was designed to establish a perspective about how decisions regarding the allocation of resources for special education are made in Wyomings rural school districts. Several interesting implications can be drawn from the findings, most notably that the type of service delivery model selected by Wyoming school district administrators appears to have the greatest impact on resource allocation decisions.

Compressed Video Delivery of a Coaching/Mentoring Model for Teacher Education

The implementation of compressed video throughout Wyoming has helped to expand the possibilities and increase electronic “travel” opportunities for University of Wyoming preservice teachers and Wyoming educators. In 1986, a state-wide School/University based partnership began with a mission to collaborate efforts between the College of Educations teacher training program and the public schools. Presented here as a model for restructure and change in American education, the use of compressed video has greatly enhanced the professional development of preservice teachers from The University of Wyoming. Following a brief description of compressed video technology and how this technology was incorporated into the Universitys teacher training program, the article concludes with a section on “Lessons Learned” from this inaugural implementation of technology.