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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
Peer reviewed
Mastropieri, Margo A.; And Others – Exceptionality, 1996
Seventh- and eighth-grade students with learning disabilities (n=29) who reasoned through factual prose sentences did not recall more information than students who were prompted to try to remember the content after each sentence. However, students trained in thinking skills produced more correct explanations of the information than control…
Descriptors: Abstract Reasoning, Junior High School Students, Junior High Schools, Learning Disabilities