Elizabeth Cramer

A Mixed Methodology Analysis of Co-Teacher Assessments

A mixed methodology approach was used to study the relationship between general and special educators who were co-teaching. On two co-teacher assessment instruments, sums of ratings from special educators and general elementary and secondary educators in an urban multicultural school district in the southeastern USA were similar to those obtained from a sample of early childhood specialists and early childhood educators co-teaching in Hawaii. The highest rated items on the two assessment instruments were similar in content. Interviews and observations with a subset of survey respondents corroborated the survey items. Overall, the follow-up interviews and observations corroborated and instantiated the co-teacher ratings on the survey items. Implications for teacher education are discussed.

The Continuum of “Troubling” to “Troubled” Behavior Exploratory Case Studies of African American Students in Programs for Emotional Disturbance

This article discusses the construction of the “emotional disturbance” (ED) category in the cases of four African American elementary students. These cases represent a sub-set of data from a three-year ethnographic study of the special education process in a large, culturally/linguistically diverse school district. Based on interviews, observations, and examination of students’ records, the data revealed three inappropriate, yet significant, contributors to the children’s classification as ED: inadequate instruction/behavior management prior to referral, exclusion of contextual classroom information from the decision-making process, and subjective/arbitrary evaluation processes. Presented is a cross-case thematic analysis of these complex and problematic processes and their outcomes. The authors call for a reconsideration of “ED” to reflect a behavioral continuum rather than the current categorical formulation, a more holistic view acknowledging the contribution of school contexts in the evaluation of children’s difficulties, and research focusing on effective, preventive practices for all children with troubling behavior.

Challenges in the Implementation of Success for All in Four High-Need Urban Schools.

We examined the challenges faced by 4 high‐need urban schools when trying to implement Success for All (SFA). We wanted to understand SFA instruction as well as how SFA fit into the larger school context. Over a span of almost 2 years, we observed 45 SFA lessons (21 complete and 24 partial) across the 4 schools, taught by 30 teachers. We analyzed our data using a constant‐comparison procedure and found that several challenges affected the fidelity with which the model was implemented. One of the greatest challenges was students stagnating and not passing to higher levels of the program, thus recycling through material they had already covered. We also found grouping and scheduling difficulties, and students of different reading levels and widely varying grade levels placed in the same class. We discuss the implications of these and other challenges.

Instructional Modifications, Adaptations, and Accommodations of Coteachers Who Loop A Descriptive Case Study

When teachers move to the next grade with their students, they are sometimes referred to as teachers who loop with the children. In this descriptive case study, the authors describe the experiences of two teachers who collaborate with others as they move with a class of students from third to fourth grade (i.e., looping). The classroom context, coteaching procedures, and outcomes combine to illustrate how children with disabilities are provided access to the general education curriculum in an urban multicultural school. Results show both academic gains and social benefits for the students involved in this classroom. The concepts of coteaching and looping may inform teacher educators who prepare general and special education teachers to comply with state and federal mandates on behalf of students with disabilities in the general education setting, students who are learning English as a second language, and students who may be at risk for failure.

Constructing a New Model for Teacher Preparation: A Collaborative Approach

Legislative changes over the past several decades have led to an increase of students with disabilities in general education classrooms. Although teacher preparation has changed to include more content about diversity and disability, student achievement data suggest that though students with disabilities have been physically included in classrooms, teachers may not be prepared to provide access to content for these learners. The authors argue for a shift in teacher preparation to a more collaborative approach beginning with ourselves as teacher educators. A framework for increased and purposeful collaboration across stakeholders is provided that incorporates context, self-assessment, a critical review of collaborative efforts, action planning, and evaluation.

From Classmates to Inmates: An Integrated Approach to Break the School-to-Prison Pipeline

This article explores the connection between dropping out of school and being incarcerated, particularly for youth, including students from culturally and linguistically diverse backgrounds, students from poverty, and students with disabilities, who have been shown to be at higher risk for both. This article seeks to shift focus away from a deficit-based perspective and instead creates an integrated learning model that incorporates culturally responsive teaching with an integrated services model in order to promote access, equity, and culturally supported experiences for children. If students are supported and successful in school, then dropout and incarceration should decrease and the pipeline from school to prison can be broken.

Demystifying the Data-Based Decision-Making Process

Across the United States, teachers and teacher educators are facing increased accountability for improved student achievement. Using assessment results to inform instruction provides a catalyst to improve student outcomes and is a key skill for preservice teacher candidates. The process of data-based decision making is integral to performance tasks by teachers. Therefore, teacher– educators need to develop teacher candidates with the knowledge and skills to collect and use data to assess their own teaching and, ultimately, improve student achievement. In addition, these student achievement data are now also important to the accountability processes and accreditation of educator preparation programs. The purpose of this article is to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform.

Equity, Equality, and Standardization: Expanding the Conversations

In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.