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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms
Content type: Journal Article
Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. While differentiated small group instruction is ideal for students with learning disabilities, whole-group instruction continues to...
Teaching Spelling, Writing, and Reading for Writing
Content type: Journal Article
Students with disabilities often find writing extremely challenging. Special educators can, however, promote tremendous gains in their students’ ability to write by understanding common challenges to the writing process and mastering specific teaching...
Meta-Analysis of the Effects of Puppet Shows on Attitudes toward and Knowledge of Individuals with Disabilities
Content type: Journal Article
Findings from a meta-analysis of 26 studies investigating the effects of either the Kids on the Block or Count Me In puppet shows on changes in elementary students' attitudes toward and knowledge of individuals with disabilities are reported. The studies...
Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction
Content type: Journal Article
Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition...
Teaching Generalized Pretend Play and Related Behaviors to Young Children With Disabilities
Content type: Journal Article
Children with disabilities play less often and demonstrate fewer varied pretend play behaviors than children with typical development. A multiple-probe design was used to examine the relation between teachers’ use of the system of least prompts and...
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Content type: Journal Article
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested...
Aptitude-by-Treatment Interactions in Research on Educational Interventions
Content type: Journal Article
A common theme uniting articles in this special issue is a focus on aptitude-by-treatment interactions (ATIs). This timely and welcome focus allows the field to synthesize current substantive findings on ATIs in educational intervention research in both...
Promoting Primary School Students’ Daily Report Card Participation Through the “Carrier Pigeon”
Content type: Journal Article
The Daily Report Card (DRC) is an evidence-based classroom management strategy that is frequently accepted and used by teachers. However, there are considerations that may increase the effectiveness and reduce common barriers for executing the DRC in...
Supporting Students With Emotional and Behavioral Disorders’ Comprehension and Reading Fluency
Content type: Journal Article
In addition to behavior problems, students with emotional and behavioral disorders (EBD) often experience persistent reading difficulties. These struggles in reading become more pronounced in secondary school (grades 6-12) due to the increased rigor of the...
Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms
Content type: Journal Article
Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. While differentiated small group instruction is ideal for students with learning disabilities, whole-group instruction continues to...