The Experts below are selected from a list of 669141 Experts worldwide ranked by ideXlab platform
Joanne Rouse - One of the best experts on this subject based on the ideXlab platform.
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a model for preparing special and General Education preservice teachers for inclusive Education
Journal of Teacher Education, 2007Co-Authors: Toni Van Laarhoven, Dennis D Munk, Kathleen Lynch, Julie Bosma, Joanne RouseAbstract:Project ACCEPT (Achieving Creative & Collaborative Educational Preservice Teams) represents an initiative at Northern Illinois University, where special and General Education preservice teachers are joined in a voluntary project featuring an enhanced curriculum and field experiences in inclusive classrooms. Participants receive intensive preparation in use of assistive technologies, functional behavioral assessment, and instructional accommodations as well as experience designing lesson plans that include features of universal design. This article describes the specific features of the Project ACCEPT curriculum and outcomes for the first year of implementation.
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a model for preparing special and General Education preservice teachers for inclusive Education
Journal of Teacher Education, 2007Co-Authors: Toni Van Laarhoven, Dennis D Munk, Kathleen Lynch, Julie Bosma, Joanne RouseAbstract:Project ACCEPT (Achieving Creative & Collaborative Educational Preservice Teams) represents an initiative at Northern Illinois University, where special and General Education preservice teachers are joined in a voluntary project featuring an enhanced curriculum and field experiences in inclusive classrooms. Participants receive intensive preparation in use of assistive technologies, functional behavioral assessment, and instructional accommodations as well as experience designing lesson plans that include features of universal design. This article describes the specific features of the Project ACCEPT curriculum and outcomes for the first year of implementation.
Cristian Popeleches - One of the best experts on this subject based on the ideXlab platform.
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General Education versus vocational training evidence from an economy in transition
The Review of Economics and Statistics, 2010Co-Authors: Ofer Malamud, Cristian PopelechesAbstract:Abstract This paper examines the relative benefits of General Education and vocational training during Romania's transition to a market economy. We examine a 1973 Educational reform that shifted a large proportion of students from vocational training to General Education. Using census and household survey data, we analyze the effect of this policy with a regression discontinuity design. We find that men affected by the policy are significantly less likely to work in manual or craft-related occupations but have similar levels of labor market participation and earnings compared to their counterparts unaffected by the policy. We conclude that differences in labor market returns between graduates of vocational and General schools are largely driven by selection.
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General Education versus vocational training evidence from an economy in transition
The Review of Economics and Statistics, 2010Co-Authors: Ofer Malamud, Cristian PopelechesAbstract:This paper examines the relative benefits of General Education and vocational training in Romania, a country which experienced major technological and institutional change during its transition from Communism to a market economy. To avoid the bias caused by non-random selection, we exploit a 1973 Educational reform that shifted a large proportion of students from vocational training to General Education while keeping average years of schooling unchanged. Using data from the 1992 and 2002 Romanian Censuses and household surveys from 1995-2000, we analyze the effect of this policy with a regression discontinuity design. We find that men in cohorts affected by the policy were significantly less likely to work in manual or craft-related occupations than their counterparts who were unaffected by the policy. However, in contrast to cross-sectional findings, we find no difference in labor market participation or earnings between cohorts affected and unaffected by the policy. We therefore conclude that differences in labor market returns between graduates of vocational and General schools are largely driven by selection.
Michael Spagat - One of the best experts on this subject based on the ideXlab platform.
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the evolution of modern Educational systems technical vs General Education distributional conflict and growth
Journal of Development Economics, 2004Co-Authors: Graziella Bertocchi, Michael SpagatAbstract:Abstract We study the evolution of an Educational system founded on a hierarchical differentiation between vocational and General Education, with vocational playing an inferior role in the society. The dynamics are best summarized by the ratio of the fraction of the population in vocational to that in General Education, which we interpret as a measure of the degree of stratification of the society. We show that this ratio first rises and then declines with the level of development, displaying an inverted U-shape which reflects the complex interaction between economic and political forces, including aggregate income growth, wealth inequality and political participation.
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the evolution of modern Educational systems technical vs General Education distributional conflict and growth
Research Papers in Economics, 1998Co-Authors: Graziella Bertocchi, Michael SpagatAbstract:We study the evolution of an Educational system which is founded on a hierarchical differentiation between technical and General Education, with a superior social status attached to General. The resulting dynamic political equilibrium is best summarized by the ratio of vocational to General Education, which we interpret as a measure of the degree of stratification of the Educational system. We show that this ratio first rises and then declines with the level of development, displaying an inverted U-shape which reflects the complex interaction between economic and political forces, including aggregate income growth, wealth inequality and political participation. We predict that developing countries will tend to overinvest in vocational Education at the expense of General.
Susan B Palmer - One of the best experts on this subject based on the ideXlab platform.
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promoting active engagement in the General Education classroom and access to the General Education curriculum for students with cognitive disabilities
Education and training in autism and developmental disabilities, 2010Co-Authors: Martin Agran, Michael L Wehmeyer, Michael Cavin, Susan B PalmerAbstract: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 class, and improving food preparation skills. The students were instructed to employ student-directed learning strategies to achieve their goals. Specifically, antecedent cue regulation (picture cues) and self-instruction strategies were used. Positive changes were reported for all students. Also, all of the students and two of their teachers expressed positive perceptions about the value of such instruction. The implications of these findings with regard to accessing the General curriculum are discussed.
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impact of curriculum modifications on access to the General Education curriculum for students with disabilities
Exceptional Children, 2010Co-Authors: Sukhyang Lee, Michael L Wehmeyer, Jane H Soukup, Susan B PalmerAbstract:This study investigated whether curriculum modifications predicted student and teacher behaviors related to the General Education curriculum and if there were differences in ecological, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 high school students with disabilities during instruction in core content areas. Findings indicated that there were significant differences in student and teacher variables depending on the presence of curriculum modifications. When curriculum modifications were provided, students were engaged in more academic-related responses and fewer competing behaviors and teachers were engaged in fewer classroom management activities. Implications and recommendations from these findings are provided pertaining to the importance and implementation of curriculum modifications for students with disabilities in General Education settings.
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self determination and access to the General Education curriculum
Journal of Special Education, 2008Co-Authors: Sukhyang Lee, Michael L Wehmeyer, Susan B Palmer, Jane H Soukup, Todd D LittleAbstract:Addressing federal mandates regarding both the delivery of transition services and access to the General Education curriculum has been a challenge for secondary special educators. A practice common to both initiatives, however, has been efforts to promote self-determination. This study examined the impact of promoting self-determination as an instructional strategy to examine (a) the relationship between self-determination and access to the General Education curriculum and (b) the impact of promoting self-determination as a curriculum augmentation on access to the General Education curriculum for high school students with disabilities. The study implemented a randomized trial control group design in which classroom observations were conducted to determine student access to the General Education curriculum before and after the implementation of an instructional model to enable students to self-regulate learning. Analyses were conducted using multilevel model methods. The findings indicated the potential po...
Ofer Malamud - One of the best experts on this subject based on the ideXlab platform.
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General Education versus vocational training evidence from an economy in transition
The Review of Economics and Statistics, 2010Co-Authors: Ofer Malamud, Cristian PopelechesAbstract:Abstract This paper examines the relative benefits of General Education and vocational training during Romania's transition to a market economy. We examine a 1973 Educational reform that shifted a large proportion of students from vocational training to General Education. Using census and household survey data, we analyze the effect of this policy with a regression discontinuity design. We find that men affected by the policy are significantly less likely to work in manual or craft-related occupations but have similar levels of labor market participation and earnings compared to their counterparts unaffected by the policy. We conclude that differences in labor market returns between graduates of vocational and General schools are largely driven by selection.
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General Education versus vocational training evidence from an economy in transition
The Review of Economics and Statistics, 2010Co-Authors: Ofer Malamud, Cristian PopelechesAbstract:This paper examines the relative benefits of General Education and vocational training in Romania, a country which experienced major technological and institutional change during its transition from Communism to a market economy. To avoid the bias caused by non-random selection, we exploit a 1973 Educational reform that shifted a large proportion of students from vocational training to General Education while keeping average years of schooling unchanged. Using data from the 1992 and 2002 Romanian Censuses and household surveys from 1995-2000, we analyze the effect of this policy with a regression discontinuity design. We find that men in cohorts affected by the policy were significantly less likely to work in manual or craft-related occupations than their counterparts who were unaffected by the policy. However, in contrast to cross-sectional findings, we find no difference in labor market participation or earnings between cohorts affected and unaffected by the policy. We therefore conclude that differences in labor market returns between graduates of vocational and General schools are largely driven by selection.