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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 54 results
Snyder, Agnes – 1972
The lives and contributions of nine women educators, all early founders or leaders of the International Kindergarten Union (IKU) or the National Council of Primary Education (NCPE), are profiled in this book. Their biographical sketches are presented in two sections. The Froebelian influences are discussed in Part 1 which includes the chapters on…
Descriptors: Biographical Inventories, Early Childhood Education, Educational Change, Educational Development
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Friesen, Amber; Butera, Gretchen; Kang, Jean; Horn, Eva; Lieber, Joan; Palmer, Susan – Journal of Educational & Psychological Consultation, 2014
Collaboration and consultation in early childhood settings is essential in supporting early literacy development; however, building partnerships can be difficult. In this article, we describe a large-scale project entitled Children's School Success (Odom et al., 2003) as a context from which to discuss collaboration and consultation related…
Descriptors: Educational Cooperation, Consultation Programs, Emergent Literacy, Preschool Education
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Cho, Hyun-Jeong; Palmer, Susan B. – Young Exceptional Children, 2008
Self-regulation and self-determination are part of a continuum of behaviors that are acquired through interaction with the social and physical environment and through problem solving based on experiences that begin in infancy and build throughout early childhood. These abilities should be nurtured early for all children, especially within the…
Descriptors: Visual Impairments, Caregivers, Infants, Toddlers
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Wehmeyer, Michael L.; Palmer, Susan B.; Shogren, Karrie; Williams-Diehm, Kendra; Soukup, Jane H. – Journal of Special Education, 2013
Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports…
Descriptors: Learning Disabilities, Intervention, Control Groups, Best Practices
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Williams-Diehm, Kendra; Palmer, Susan; Lee, Youngsun; Schroer, Heather – Career Development for Exceptional Individuals, 2010
Goal setting is associated with self-determination and student involvement in learning. Middle and high school students receiving special education services and corresponding special education teachers across six states were asked to name goals on which the students were working. A comparison of the academic, transition, and social goals named by…
Descriptors: Disabilities, Goal Orientation, Special Education Teachers, Content Analysis
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Agran, Martin; Cavin, Michael; Wehmeyer, Michael; Palmer, Susan – Education and Training in Autism and Developmental Disabilities, 2010
This study examined the effects of the Self-Determined Learning Model of Instruction in promoting active engagement in the general education classroom and access to the general education curriculum for three junior high school students with significant cognitive disabilities. The goals included improving public speaking, asking more questions in…
Descriptors: Cues, Public Speaking, Learning Strategies, Special Needs Students
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Purcell, Megan L.; Horn, Eva; Palmer, Susan – Exceptional Children, 2007
Initiation and continuation of preschool inclusion is a challenging task. Through interviews and focus groups of school district and special education personnel, researchers in this study examined how 5 programs in 1 Midwestern state provided such services. The investigation used a multiple-case study methodology to examine how these programs…
Descriptors: Focus Groups, Preschool Education, Inclusive Schools, Interviews
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Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D. – Remedial and Special Education, 2012
Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on…
Descriptors: General Education, High School Students, Success, Models
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Lee, Suk-Hyang; Palmer, Susan B.; Wehmeyer, Michael L. – Intervention in School and Clinic, 2009
This article provides teachers with practical tips and ideas about how self-monitoring works in conjunction with goal-setting strategies to support students to set and achieve different types of academic goals. In addition, specific examples of academic goals and self-monitoring forms are provided to give teachers an example of such goals. To…
Descriptors: Goal Orientation, Self Evaluation (Individuals), Student Educational Objectives, Teacher Student Relationship
Palmer, Susan, Ed.; Heyne, Linda, Ed.; Montie, Jo, Ed.; Abery, Brian, Ed. – Institute on Community Integration (NJ1), 2011
Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…
Descriptors: Neighborhoods, Socialization, Extracurricular Activities, Youth Programs
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Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Youngsun; Williams-Diehm, Kendra; Shogren, Karrie – Career Development for Exceptional Individuals, 2011
Promoting student involvement in planning has become best practice in the field of transition. Research documents the positive impact of such efforts on greater student involvement. Research also suggests that promoting student involvement results in greater student self-determination, but a causal link has not been established. This study used a…
Descriptors: Cognitive Ability, Mental Retardation, Multiple Regression Analysis, High School Students
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Lieber, Joan; Horn, Eva; Palmer, Susan; Fleming, Kandace – Exceptionality, 2008
As stipulated in the Individuals with Disabilities Education Act (IDEA) 2004, preschool children are provided with access to the general education curriculum when they are in settings with children without disabilities and when their learning outcomes are met in these settings. In this article, we describe how access can be achieved through a…
Descriptors: Learning Theories, General Education, Academic Achievement, Disabilities
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Agran, Martin; Wehmeyer, Michael L.; Cavin, Michael; Palmer, Susan – Career Development for Exceptional Individuals, 2008
Promoting self-determination has been identified as a means to both promote access to the general education curriculum and focus on transition-related skills. In particular, the Self-Determined Learning Model of Instruction (SDLMI) has been found to be effective in producing successful transition and academic outcomes for students with cognitive…
Descriptors: General Education, Self Management, Classroom Techniques, Academic Accommodations (Disabilities)
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Lee, Youngsun; Wehmeyer, Michael L.; Palmer, Susan B.; Williams-Diehm, Kendra; Davies, Daniel K.; Stock, Steven E. – Remedial and Special Education, 2012
This study examined individual and instructional predictors of the self-determination of students with disabilities, as measured by the "Arc's Self-Determination Scale" and the student version of the "AIR Self-Determination Scale." The general findings indicated that instructional, knowledge, and dispositional factors were stronger predictors of…
Descriptors: Self Determination, Self Efficacy, Predictor Variables, Measures (Individuals)
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Wehmeyer, Michael L.; Shogren, Karrie A.; Palmer, Susan B.; Williams-Diehm, Kendra L.; Little, Todd D.; Boulton, Aaron – Exceptional Children, 2012
Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of…
Descriptors: Disabilities, Self Determination, Teaching Methods, Teaching Models
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