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Guckert, Mary; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2016
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers' perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and…
Descriptors: Special Education Teachers, Evidence Based Practice, Research and Development, Theory Practice Relationship
Mastropieri, Margo A.; Scruggs, Thomas E.; Irby Cerar, Nancy; Guckert, Mary; Thompson, Catherine; Bronaugh, Danette Allen; Jakulski, Jill; Abdulalim, Latif; Mills, Sara; Evmenova, Anya; Regan, Kelley; Cuenca-Carlino, Yojanna – Exceptionality, 2015
Expressive writing is important for school and life success, but remains challenging for many students with emotional and behavioral disabilities. Emerging evidence reveals promise for teaching students with learning and behavioral issues to improve written expression with self-regulated strategy development instruction. In that research, students…
Descriptors: Persuasive Discourse, Writing Instruction, Emotional Disturbances, Behavior Disorders
Cuenca-Sanchez, Yojanna; Mastropieri, Margo A.; Scruggs, Thomas E.; Kidd, Julie K. – Exceptionality, 2012
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the…
Descriptors: Self Determination, Writing Skills, Experimental Groups, Self Efficacy
Marshak, Lisa; Mastropieri, Margo A.; Scruggs, Thomas E. – Exceptionality, 2011
This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild…
Descriptors: Mild Disabilities, Grade 7, Instructional Effectiveness, Mnemonics
Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptionality, 2007
Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies,…
Descriptors: Educational Strategies, Educational History, Science Curriculum, Peer Teaching
Peer reviewed
Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptionality, 2001
Discussion of the need for systematic methods for summarizing single-participant research describes various approaches for quantitative synthesis and reviews conclusions of completed synthesis efforts. The issue of whether outcomes of single-participant research can be represented by a single common metric is addressed with the recommendation that…
Descriptors: Data Analysis, Disabilities, Elementary Secondary Education, Meta Analysis