Kevin J. Miller

Concept Mapping as a Research Tool to Evaluate Conceptual Change Related to Instructional Methods

Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an effective research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided from a study that used concept maps to investigate the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction. Support for concept maps as a research tool to evaluate learning and growth in knowledge are provided with specific procedures for creating a concept map quality scoring system.

The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying University of Missouri—Columbia instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that how multimedia cases are integrated into courses makes a difference in case-based learning outcomes and that these differences are evidenced in both quantitative and qualitative data. Overall, significant learning occurred for all instructional implementation groups with one exception—limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.

Developing Cultural Competency in Early Childhood Preservice Educators through a Cultural Self-Analysis Project.

Today more than ever, preparation for diversity is essential for all teachers. Hence, teacher preparation programs are charged with preparing culturally competent teachers who have the knowledge, skills, and disposition to work with children and families from cultures different from their own. This article investigates an innovative approach, the Cultural Self-Analysis (CSA) Project, to accomplish this task with 26 prospective early childhood teachers. CSA Project steps are presented. Data collected on multiple levels were analyzed using constant comparative methodologies. Findings from this initial investigation suggest the CSA Project holds promise as an approach to prepare culturally responsive teachers in three major ways. Participants reported increased confidence and comfort, preparedness to facilitate home connections with culturally diverse persons, and enlightenment of teacher roles/responsibilities beyond academic instruction. We respectfully thank Dr. Laura C. Dominguez and David Grant who kindly volunteered their time, expertise, and feedback in the preparation of this article.

Exploring the Bridge from Multimedia Cases to Classrooms: Evidence of Transfer

This article reports findings from a follow-up study of teacher education students who utilized multimedia cases in coursework in preparation for teaching students with emotional/behavioral disorders. The purpose of the study was to examine the extent to which knowledge, skills, and attitudes gained through multimedia case-based instruction were maintained following coursework with the cases and transferred to discussions of classroom practice. Research subjects included 16 students who agreed to participate in an online follow-up support group during the two semesters after their use of multimedia cases in their teacher education courses. The independent variable was testing condition (postinstruction versus follow-up Semester 1 versus follow up Semester 2). Dependent variables included the breadth of concept (nodes), the interconnectedness of concept (links), and the quality of content contained in concept maps completed at preinstruction, postinstruction, and two follow-up points in time. Results indicated that conceptual change occurred between preinstruction and the first follow-up phase, and these changes in conceptual knowledge were maintained during the follow-up period while participants were employed in schools. Qualitative data provide a rich understanding of the study findings by relating transfer of knowledge, skills, and attitudes to the prior case instruction and scaffolds embedded in the cases.

Kid Tools: Self-Management, Problem- Solving, Organizational, and Planning Software for Children and Teachers

This article provides an overview of KidTools, an electronic performance software system designed for elementary and middle school children to use independently on classroom or home computers. The software system contains 30 computerized research-based strategy tools that can be implemented in a classroom or home environment. Through the research-based intervention strategies and corresponding computerized templates in KidTools, children are given tools to help them gain control of problem behaviors. A brief description of the software, how to use it, resources available for teachers and parents, and two classroom examples are offered.This article provides an overview of KidTools, an electronic performance software system designed for elementary and middle school children to use independently on classroom or home computers. The software system contains 30 computerized research-based strategy tools that can be implemented in a classroom or home environment. Through the research-based intervention strategies and corresponding computerized templates in KidTools, children are given tools to help them gain control of problem behaviors. A brief description of the software, how to use it, resources available for teachers and parents, and two classroom examples are offered.

Language in the English as a Second Language and General Education Classrooms: A Tutorial

As the culturally and linguistically diverse population of the United States continues to increase dramatically, speech— language pathologists (SLPs) and special education teachers in particular face the challenge of how best to assess and teach those students whose primary language is not English. The changing U.S. demographics are driving a need for a more comprehensive understanding of students learning English as a second language and the effect upon their education of learning English as a second language. A substantial number of English language learner (ELL) students, with and without disabilities, may not possess the requisite classroom discourse or pragmatic skills, may face difficulties, and may be incapable of fully benefiting in their learning. This tutorial will discuss factors related to describing classroom discourse in the context of five ethnographic studies, with particular attention paid to pragmatic language skills for ELL students with and without disabilities. This article will also discuss strategies for what these students need to know regarding pragmatic language skills and which strategies school professionals need to implement for bilingual ELL students (i.e., regarding planning and communication in delivering instruction). This knowledge should assist school professionals in making more appropriate decisions in assessment and instruction for these students.

Closing a Resource Room for Students Who Are Deaf or Hard of Hearing

Self-contained classrooms and resource rooms have been an important component of the continuum of placements available to students who are deaf or hard of hearing. However, these specialized classrooms have been closing in recent years. A variety of factors are contributing to this, most notably the impact of cochlear implants. This article describes the factors leading to the closure of an elementary school resource room for students who are deaf or hard of hearing and the process of transitioning these students back to their home school districts. Implications of closing specialized classrooms for students who are deaf or hard of hearing are discussed.

Using Electronic Performance Support Systems to Improve Academic Performance of Secondary Students with Disabilities

A key challenge in secondary education and transition is ensuring that students with disabilities are prepared to access and participate in postsecondary education. Electronic performance support systems offer potential for addressing needs of secondary students who are at risk for failure or who encounter challenges in school due to high-incidence disabilities. The purpose of this study was to investigate the effects of training and implementation of an electronic performance support systems on targeted IEP goals for ninth and twelfth grade students with disabilities. A series of multiple probe designs was used to examine the effectiveness of tool usage across four ninth grade students and four twelfth grade students as well as to investigate tool usage across settings (training, academic, and transition) for each student. This study demonstrated an improvement in target behaviors when the intervention was introduced in the training setting for ninth grade and twelfth grade students with high-incidence disabilities. In addition, each student showed some improvement in the target behavior when the intervention was implemented across settings. The authors discuss limitations along with implications for future research and practice.

Educators of the Deaf and Hard-of-Hearing Involved in Due Process Hearings

Educators confront many challenges in working with children who are deaf and hard-of-hearing, but no challenge causes more anxiety than being called upon to be a witness in a special education due process hearing. The authors review issues related to communication modality and placement of children who are deaf or hard-of-hearing, discuss reasons that school districts end up in due process hearings, and cite pertinent court cases. They also offer suggestions that may help educators to provide effective testimony and conclude by highlighting positive outcomes that can result from a hearing, regardless of the decision rendered.

Walking to Medjugorje: Serving Children Who Are Deaf and Hard-of- Hearing in Bosnia-Herzegovina.

The author recounts his experiences working with the Bosnia Speech and Hearing Project during the summer of 2002. The focus of this project was to evaluate and work with children who are deaf and hard-of-hearing in Bosnia-Herzegovina. The team collaborated with Bosnian teachers of the deaf and hard-of-hearing as well as Bosnian speech-language pathologists in order to share therapy ideas and also to model strategies that parents could utilize in the home to promote speech and language development with their children. The author concludes with reflections on how this trip affected him personally and professionally.