Margaret E. Shippen

A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading achievement according to standardized pretests. Results indicate that after a 6-week reading intervention, all students, regardless of overt or covert DI programs, made significant gains in reading, with the only differential effect demonstrated in the area of reading rate. These findings are significant considering that the participants were struggling readers. Implications for increasing the performance of struggling middle school readers are discussed.

Barriers and Facilitators to Providing Incarcerated Youth With a Quality Education

The authors aimed to compile a list of barriers and facilitators to providing incarcerated youth with a quality education. They asked 78 teachers in the juvenile justice system what they perceived to be the top 3 barriers and facilitators to providing incarcerated youth with a quality education. The authors used the constant comparative method to analyze the data, and they developed the following 9 themes: personnel concerns, academics, student concerns, discipline, materials and supplies, parental involvement, funding, communication, and facilities. These themes serve as a foundation for discussing how to improve the quality of education for incarcerated youth. The authors discuss results in terms of what teachers and administrators can do to improve the quality of education of incarcerated youth.

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism.

Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.

The Effects of Comprehensive School Reform Models in Reading for Urban Middle School Students With Disabilities

The No Child Left Behind Act (NCLB) has mandated sweeping accountability in public education. Low-performing urban schools find themselves in the crossfire of political and educational divergence. Comprehensive school reform (CSR) models predate NCLB, but the impact of their implementation has been even more pronounced since the passage of NCLB. With adequate yearly progress as the national measure of school achievement, the lowest performing students in the lowest performing schools have turned out to be the most critical group to support. We compared the effects of two CSR models (Success for All and Direct Instruction) in reading for urban middle school students with disabilities who were performing 2 or more years below grade level in reading. The results indicated that students with disabilities showed little or no reading skill gain from either comprehensive school reform model and remained markedly behind. Improving the skills of the lowest performing students in a timely manner appears to continue to be educations greatest challenge.

Community and School Practices to Reduce Delinquent Behavior Intervening on the School-to-Prison Pipeline

Youth at risk for school failure need community and school supports to reduce the likelihood of developing delinquent behavior. This article provides an overview of community and school approaches aimed at intervening on the school-to-prison pipeline. Community and school efforts are emerging that take into account empirical evidence demonstrating cooperation and collaboration in preventive service provision. The authors provide links to professional development for community and school stakeholders.

Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth:

Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of incarcerated youth. A group of 51 incarcerated male youth identified by facility staff as low performers in reading composed the target group for this study. Both standardized and curriculum-based measures were employed to determine reading and spelling skill growth over an average of 24 sessions in an 11-week intervention. Results indicated no clear literacy skill improvement for the treatment group. Implications for future research are discussed.

Advancing High-Quality Literacy Research in Juvenile Justice: Methodological and Practical Considerations.

Special education researchers have made noteworthy progress toward conceptualizing literacy research questions, designing quality studies, and disseminating the results of their research. These advancements have been made through the establishment and refinement of quality research indicators. Unfortunately, this progress has mostly eluded the arena of juvenile justice special education research. The purpose of this article is to review juvenile justice literacy studies and provide juvenile justice personnel and researchers with methodological and practical considerations for improving the quality of juvenile justice literacy research. The focus is on advancing group designs. Practical concerns are based on the first-year experiences of researchers who implemented an Institute of Education Sciences Goal 3 study with the aim of determining the efficacy of literacy instructional programs in a juvenile justice setting.

System Reform and Job Satisfaction of Juvenile Justice Teachers.

The aim of this study was to examine the effect of five years of system-wide reform on factors associated with the job satisfaction of juvenile justice teachers. Prior to this research, no data were available on the effect of reform on the job satisfaction of this population. A comprehensive survey was administered to teachers who had been in the juvenile justice system since 1998 when reform measures were implemented. Completed surveys were received from 151 of 158 teachers for a response rate of 96%. Overall, juvenile justice teachers reported being satisfied with the results of the system-wide reforms. The greatest areas of dissatisfaction were in the areas of behavior management and increased stress. Future research directions and implications for practice are described.

Evidence-Based Professional Development Considerations Along the School to Prison Pipeline

This article addresses professional development (PD) issues for those who provide services to students in the school-to-prison pipeline (STPP). Emphasis is on implementing evidence-based practices. The authors use a modified version of Desimone’s PD framework for the structure of this article involving (a) collective participation and common content foci, (b) coherence and continuums, and (c) duration and data-driven durability. Their hope is that this information will advance STPP PD practice and research. They offer considerations for future PD needs to those working to dismantle the STPP.

Juvenile Justice Teachers' Job Satisfaction: A Comparison of Teachers in Three States

The purpose of this study was to examine the differences in the perceptions of juvenile justice teachers in Georgia, Louisiana, and Ohio. Juvenile justice teachers (n = 542) completed an extensive attrition and retention survey with a 98% response rate. Comparisons were made between states, type of facility (short or long-term), gender, and teaching areas (general or special education). Significant differences were found across all areas. Results are discussed in relationship to how to retain and support juvenile justice teachers on the job.