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i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students

Most Cited

Volume 6 Issue 2 August - October 2012

Research Paper

Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children

Josie Wilson* , T. F. McLaughlin, K. Mark Derby*, Diane Conley****

* M. Ed, Department of Special Education, Gonzaga University, Washington.

-* Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

**** Retired Early Childhood Special Education Teacher, Gonzaga University.

Josie Wilson, T. F. McLaughlin, K. Mark Derby and Diane Conley (2012). Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children. i-manager’s Journal on Educational Psychology, 6(2), 1-7. https://doi.org/10.26634/jpsy.6.2.2000

Abstract

The purpose of this study was to increase the formation of the pre-handwriting skill of imitating lines and circles with two 2-year-old preschool students using a hand- over-hand prompting procedure. Both students attended a preschool special education classroom in a rural school district. During baseline, line and circle imitation for both students were scribbles on the page within no specific symbols or letters. When hand-over-hand and tracing prompts were implemented, an increase circles and lines was found. For a second intervention, participant 1 was provided with a thick pencil for an additional intervention while participant 2 was given a specific drawing space. After these interventions, pre-handwriting skills further improved for both participants. The benefits of employing these interventions, within a single subject research design, are discussed.

References

[1]. Amundson, S. J. (2005). Prewriting and handwriting skills. In J. Case-Smith (Ed.), Occupational therapy for children (pp. 587-614). St Louis: Elsevier Mosby.

[2]. Barlow, D. H., Nock, M., Hersen, M. (2008). Single case research designs: Strategies for studying behavior rd change (3 ed.). Boston: Allyn and Bacon.

[3]. Berninger, V. W., Vaughn, K. B., Abbott, R., Abbott, S., Rogan, L., Brooks, A., Reed, E., & Graham, S. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89, 652-666.

[4]. Case-Smith, J. (2000). Effects of occupational therapy services on fine motor and functional performance in preschool children. American Journal of Occupational Therapy, 54, 372-380.

[5]. Case-Smith, J. (2002). Effectiveness of school-based occupational therapy intervention on handwriting. American Journal of Occupational Therapy, 56, 17–25.

[6]. Craik, J., & Rappolt, S. (2003). Theory of research utilization enhancement: A model for occupational therapy. Canadian Journal of Occupational Therapy, 70, 266-275.

[7]. Denton, P. L., Cope, S., & Moser, C. (2006). The effects of sensor motor-based intervention versus therapeutic practice on improving handwriting performance in 6- to 11- year-old children. American Journal of Occupational Therapy, 60, 16–27.

[8]. Feder, K., Majnemer, A., & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67, 197–204.

[9]. Graham, S. (1999). Handwriting and spelling instruction for students with leaning disabilities: A review. Learning Disability Quarterly, 22, 78-98.

[10]. Hopkins, B. L., & Schutte, R. C., & Garton, K. L. (1971). The effects of access to a playroom on the rate and quality of printing and writing of first and second grade students. Journal of Applied Behavior Analysis, 4, 77-88.

[11]. Howard, V. F., Williams, B. F., & Lepper, C. E. (2010). Very young children with special needs: A foundation for educators, families, and service providers (4th ed.). Upper Saddle River, NJ: Prentice-Hall/Merrill.

[12]. Kazdin, A. E. (1982). Single case research designs: Methods for Clinical and applied settings. New York, NY: Oxford University Press.

[13]. Kazdin, A. E. (2011). Single case designs: Methods nd for clinical and applied settings (2 ed.) New York, NY: Oxford University Press.

[14]. Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence based practice : Promoting evidence - based interventions in school psychology. School Psychology Review, 33, 34-48.

[15]. McLaughlin, T. F., Mabee, W. S., Byram, B. J., & Reiter, S. M. (1987). Effects of academic positive practice and response cost on writing legibility of behaviorally disordered and learning-disabled junior high school students. Journal of Child and Adolescent Psychotherapy, 4, 216-221.

[16]. Onose, M. (1988). Effect of the combination of tracing and copying practices on handwriting skills of Japanese letters in preschool and first grade children. Japanese Journal of Educational Psychology, 36, 129- 134.

[17]. Park, C., Weber, K. P., & McLaughlin, T. F. (2007). Effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical disabilities. Child & Family Behavior Therapy, 29 (3), 13-21.

[18]. Sim, E. V. Jr., & Weisberg, P. (2001). Effect of page prompts on beginning handwriting legibility. Journal of Educational Research, 77, 360-365.

[19]. Taylor, M. C. (2000). Evidence-based practice for occupational therapists. Oxford, UK: Blackwell Publishing.

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Research Paper

Effectiveness of Integrating Riddles in Teaching Mathematics among VIII Standard Students

K. Thiyagu*

Assistant Professor, Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tamilnadu, India.

K. Thiyagu (2012). Effectiveness Of Integrating Riddles In Teaching Mathematics Among VIII Standard Students. i-manager’s Journal on Educational Psychology, 6(2), 8-12. https://doi.org/10.26634/jpsy.6.2.2001

Abstract

Mathematics is considered as dry subject and students do not find anything interesting in it. This impression about Mathematics can be reversed with the help of recreational activities in Mathematics. The present study tries to find out the effectiveness of integrating riddles in teaching mathematics among eighth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 40 eighth standard students for the study. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group. Finally the investigator concludes; (a) There is a significant difference between the means of students thought through conventional method and puzzles and riddles way of learning group. (b) There is a significant difference between the means of the Post-Test scores of control group and experimental group students with respect to the knowledge, understanding and application objectives.

References

[1]. Aggarwal, Y. P. (1990). Statistical methods: Concept application and computation, New Delhi: Sterling publishers Pvt. Ltd.

[2]. Anice James. (2005). Teaching of mathematics, Neel Kamal Publications, Pvt. Ltd. New Delhi.

[3]. Dary Francis and David Pritchard. (2002). Puzzles and Teasers for Everyone, Gaurao Publishing House, New Delhi.

[4]. Dharmaraj Joseph. (2004). Arivukoormaikku Virunthu (Tamil), Narmadha Pathipagam, Chennai.

[5]. Durai kannu, A. (1995). Vedikkai Kanakughal (Tamil), Sandha Publishers, Chennai.

[6]. Nalayini, S. (1991). “Effectiveness of using number games to teach arithmetic at primary level”, Fifth Survey of Research in Education, Vol. II, NCERT, New Delhi.

[7]. Sudhir Kumar (2000). The Teaching of Mathematics, Anmol Publications Pvt. Ltd., New Delhi.

[8]. Thiyagu, K. (2006). “A study on the effectiveness of web-based instruction in learning mathematics education among teacher trainees”, Unpublished M.Ed Dissertation, Bharathidasan University, Tiruchirappalli.

[9]. Xavier, P. (2005). “Effectiveness of Puzzles-Integrated methods in teaching Mathematics to the high school students”, Unpublished M.Ed Dissertation, Manonmaniam Sundaranar University, Tirunelvelli.

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Research Paper

The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report

Gianna Amsberry* , T. F. McLaughlin, K. Mark Derby*, Teresa Waco****

* B. Ed, Department of Special Education, Gonzaga University, Spokane.

-* Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

**** M. Ed, Gonzaga University, Spokane Public Schools, Bernard, Spokane.

Gianna Amsberry, T. F. McLaughlin, K. Mark Derby and Teresa Waco (2012). The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report. i-manager’s Journal on Educational Psychology, 6(2), 13-18. https://doi.org/10.26634/jpsy.6.2.2002

Abstract

The purpose of this study was to determine the effectiveness of using the Davis Symbol Mastery Procedure for Words (Davis, 1994) for improving spelling skills. The participant was a fourth-grade male diagnosed with a significant learning disability. The intervention consisted of having the participant write each word, its definition, the word in a sentence for context, creating a pictorial representation of the word, and then forming the word from clay. The results demonstrated that the Davis Symbol Mastery Procedure was successful. The procedure was cost effective and required little training to implement. Possible additional classroom suggestions for using the Davis Symbol Mastery procedure were made.

References

[1]. Buceta, J. M., Campos, A., & Iglesia, C. (2006). Prose learning in children and adults with Down syndrome: The use of visual and mental image strategies to improve recall. Journal of Intellectual and Developmental Disability, 30, 199-206.

[2]. Carnine, D., & Silbert, J., Kameenui, E. J., & Tarver, S. G. (2004). Direct Instruction reading (4th ed.). Upper Saddle River, NJ: Merrill/Pearson.

[3]. Chambers, D., Dunn, C., & Rabren, K. (2004). Variables affecting students' decisions to drop out of school. Remedial & Special Education.25, 314-325.

[4]. Davis, R. D. (1994). The gift of dyslexia. New York: Berkley Productions.

[5]. Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22, 78-98.

[6]. Greenwood, C. A., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81. 371-383.

[7]. Guza, D. S., & McLaughlin, T. F. (1987). A comparison of daily and weekly testing on student spelling performance. Journal of Educational Research, 80, 373- 376.

[8]. Heward, W. (2012). Exceptional children: An introduction to special education (10h ed.). Upper Saddle River, NJ: Prentice Hall/Pearson.

[9]. Kazdin, A. E. (2010). Single case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.

[10]. Malone, R., & McLaughlin, T. F. (1997). The effects of reciprocal peer tutoring with a group contingency on quiz performance in vocabulary with seventh and eighth grade students. Behavioral Interventions, 12, 27-40.

[11]. McLaughlin, T. F. (1993). An analysis and evaluation of educator selected data collection procedures in actual school settings: A brief report. Child & Family Behavior Therapy, 15(2), 61-64.

[12]. McLaughlin, T. F., & Skinner, C. H. (1996). Improving academic performance through self-management: Cover, copy, and compare. Intervention in School and Clinic, 32, 113-118.

[13]. McLaughlin, T. F., Weber, K. P., & Barretto, A. (2004). Spelling: Academic interventions. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 317-320). New York: Kluwer Academic/Plenum Publishers.

[14]. Muirhead, W. M., & McLaughlin, T. F. (1990). The effects of a peer tutoring spelling game on academic performance and student attitudes. Child & Family Behavior Therapy, 12 (4), 1-10.

[15]. Murphy, J. F., Hern, C. L., Williams, R. L., & McLaughlin, T. F. (1990). The effects of the copy, cover, and compare approach in increasing spelling accuracy with learning disabled students. Contemporar y Educational Psychology, 15, 378-386.

[16]. Pfeiffer, S., Davis, R., Kellogg, E., Hern, C., McLaughlin, T. F., & Curry, G. (2001). The effect of the Davis learning strategies on first grade word recognition and subsequent special education referrals. Reading Improvement, 38, 74-84.

[17]. Reading First: Student Achievement, Teacher Empowerment, National Success. Retrieved November 29, 2007, from http://ed.gov/nclb

[18]. Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.

[19]. Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

[20]. Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, E., & Kim, A. E. (2006). A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities, 39, 528-543.

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Research Paper

Students’ Perception on Library Service Quality: A Qualitative Study of Iium Library

Selim Ahmed* , Rafikul Islam**

* Ph.D Research Scholar, Department of Business, Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

** Department of Business Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Selim Ahmed and Rafikul Islam (2012). Students' Perception On Library Service Quality: A Qualitative Study Of IIUM Library. i-manager’s Journal on Educational Psychology, 6(2), 19-29. https://doi.org/10.26634/jpsy.6.2.2003

Abstract

Academic libraries are currently facing their greatest challenge since the explosion in tertiary education and academic publishing, which began after World War II. The global digital revolution is affecting both the traditional forms of the creation, organisation, and dissemination of knowledge, and the world of tertiary education itself. In the challenging environment, academic library only one way can survive in the volatile competitive market to improve their service quality to meet their customers’ expectations. In this qualitative research explored the students’ perceptions on IIUM library service quality from the perspective of five students’ respond at the main campus of IIUM. Research data were collected through face to face interviews near to the IIUM library. In this study, three important issues were considered regarding the student’s perception on IIUM library service quality: (1) positive and negative perception on library service quality; (2) perception on technology and human context; and (3) satisfaction. These three key issues were analyzed based on Interpretative Phenomenological Analysis (IPA) procedures.

References

[1]. Ababa, A. (2003). The value of library services in development. Economic Commission for Africa, 3 (16), 1- 12.

[2]. Alimohammadi, D., & Sajjadi, M. (2006). Library instruction courses: past lessons, future plans. Library Philosophy and Practice, 9(1) ; available at http://libr.unl.edu:2000/LPP/alimohammadi-sajjadi.htm

[3]. Baba, M., & Ali, H. M. (2005). Kualiti Perkhidmatan Fasiliti Hospital Kerajaan Dari Persepsi Pengunjung (Kes Kajian: Unit Kecemasan Dan Kemalangan, Hospital Kerajaan, Sarikei, Sarawak). Conference or Workshop Item; available at http://eprints.utm.my/1165/.

[4]. Buckley, J., Schneider, M., & Shang, Y. (2003). LAUSD School Facilities and Academic Performance. Research Paper, Boston College.

[5]. Chisenga, J. (2000). Global information and libraries in sub-Saharan Africa. Library Management, 21(4), 178-187.

[6]. Clarke, R. (1999). User education at the main library of the University of the West Indies, St Augustine: a historical chronicle. Library Review, 48 (5), 242-250.

[7]. Cordes, S. (2008). Process management for library multimedia development service. Library Management, 29(3), 185-198.

[8]. Cullen, R. (2001). Perspective on user satisfaction surveys. Library Trends, 49(4), 662-686.

[9]. Doyle, C. (1995). The perceptions of library service questionnaire (PLSQ): the development of a reliable instrument to measure student perceptions of and satisfaction with quality of service in an academic library. New Review of Academic Librarianship, 1(1), 139-159.

[10]. Enyia, C. O. (1998). National library of Nigeria at 30: its history and prospects for the future. Journal of Government Information, 36(2), 149-159.

[11]. Evans, G. E., & Zarnosky, M. R. (2000). Developing library and information centre collections, Fourth Edition, USA, Libraries Unlimited Inc.

[12]. Gencel, U. (2001). Total quality management and accreditation in higher education service: Dokuz Eylül University. Journal of Social Science Institute, 3(3), 164-218.

[13]. Giorgi, A. (1989). One type of analysis of descriptive data: procedure involved in following a phenomenological method. Methods, 1, 39-61.

[14]. Giorgi, A. (1997). The theory, practice, and evaluation of the phenomenological method as a qualitative research procedure. Journal of Phenomenological Psychology, 28(2), 235-260.

[15]. Giorgi, A. (2010). Phenomenology and the practice of science. Existential Analysis, 21(1), 3-21.

[16]. Hewlett, J., & Walton, G. (2001). Assessing the quality of library and information services for United Kingdom health professionals and students: a comparison of the National Health Service and higher education approaches and the way forward. Performance Measurement and Metrics, 2(2), 81–95.

[17]. Johnson, B. C., Manyika, J. M., & Yee, L. A. (2005). The next revolution in interactions. The McKinsey Quarterly Number, 4, 21-33.

[18]. Mohammadi, M., Moghaddam, A. I., & Yeganeh, M. E. (2008). Students' perception of the impact of user education on the use of reference resources: an Iranian experience. Library Philosophy and Practice, 1-13.

[19]. Moustakas, C. (1994). Phenomenological Research Methods. Thousand Oaks, CA: Sage Publications.

[20]. Pearson, C. A. L., & Chatterjee, S. R. (2004). Expectations and values of university students in transition: evidence from an Australian classroom. Journal of Management Education, 24(4), 427-446.

[21]. Randall, J. (2002). Quality assurance: meeting the needs of the user. Higher Education Quarterly, 56(2), 188- 203.

[22]. Salarzehi, H., Aramesh, H., & Ebrahimi, L. (2010). Assessment of service quality at Iran academic libraries with LIBQUAL tool: a case study at University of Sistan and Baluchestan. Interdisciplinary Journal of Contemporary Research in Business, 2(6), 165-179.

[23]. Sale, J. E. M. (2007). Perceptions of a quality of worklife survey from the perspective of employees in a Canadian Cancer Centre. Quality & Quantity, 41, 779–791.

[24]. Schwandt, T. A. (2001). Dictionary of qualitative inquiry. Thousand Oaks, CA: Sage Publications.

[25]. Shabanav, G. A. (2005). The quality of education in a non-state institution of higher learning. Russian Education and Society, 47(10), 47-59.

[26]. Smith, V., & Eatough, J. A. (2008). Interpretative phenomenological analysis. In J.A. Smith (Ed.), Qualitative Psychology. London: Sage.

[27]. Vitaliano, D. F. (1997). X-inefficiency in the public sector: the case of libraries. Public Finance Review, 25(6), 629-643.

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[29]. Yilmaz, H., Demircan, V., Bal, T., & Koskan, O. (2010). Students' perceptions of academic and institutional service quality at the faculty of agriculture: the case of Suleyman Demirel University, Turkey. African Journal of Business Management, 4(6), 1107-1115.

[30]. Yu, T. (2003). A Taiwan college and technical institution library user education survey. New Library World, 104 (1192), 335-343.

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Research Paper

The Gradual and Differential Effects of Direct Instruction Flashcards with and without a DRH Contingency on Basic Multiplication Facts for Two Students with Severe Behavior Disorders

Kevin D. Pierce* , T. F. McLaughlin, J. Neyman*, K. King****

* B. Ed, Department of Special Education, Gonzaga University

Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

* Lecturer, Department of Special Education, Gonzaga University, Spokane.

**** M. Ed, Gonzaga University

Kevin D. Pierce, T. F. McLaughlin, J. Neyman and K. King (2012). The Gradual and Differential Effects of Direct Instruction Flashcards With and Without a DRH Contingency on Basic Multiplication Facts for Two Students With Severe Behaviors Disorders. i-manager’s Journal on Educational Psychology, 6(2), 30-40. https://doi.org/10.26634/jpsy.6.2.2004

Abstract

The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write. When the participants earned additional rewards for increasing their performance (DRH) over that of the previous session, additional increases in digits per correct per minute were found. The use of DI flashcards with and without a DRH procedure was discussed.

References

[1]. Alberto P., & Troutman, A. (2012). Applied behavior analsysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson Education.

[2]. Becker, A., McLaughlin, T. F., Weber, K. P., & Gower, J. (2008). The effects of copy, cover, and compare with and without error drill on multiplication fact fluency and accuracy. Electronic Journal of Research in Educational Psychology, 18, 747-760. Retrieved from http://www.investigacion-psicopedagogica.org/revista/ new/english/anteriores.php

[3]. Bishop, L., McLaughlin, T. F., & Derby, K. M. (2011). A comparison of direct instruction flashcards and reading racetracks on the acquisition and generalization of core words in context for a seven-year-old elementary student with health impairments, learning delays, and behavioral concerns. International Journal of Social Science and Education, 1(4), 525-539. Retrieved from : http://advasol.net/?q=node/19

[4]. Brasch, T. L., Williams, R. L., & McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD. Child & Family Behavior Therapy, 30 (1), 51-59.

[5]. Chandler, A., McLaughlin, T. F., Neyman, J., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards with and without a shorter math racetrack to teach numeral identification to preschoolers: A failure to replicate. Academic Research International, 2(3), 308- 313. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.htm/.

[6]. Cipani, E. (1988). Transitioning exception children and youth in the community: Research and practice. New York: Haworth Press.

[7]. Ehlers, E., McLaughlin, T. F., Derby, K. M., & Rinaldi, L. (2012). The differential effects of direct instruction flashcards and math racetrack on number identification for three preschool students with disabilities. Academic Research International, 2(3), 285-295. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.htm/

[8]. Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226. Retrieved from: http://www.iejee.com/ index.html

[9]. Glover, P., McLaughlin, T. F., Derby, K. M., & Gower, J. (2010). Using a direct instruction flashcard system employing a back three contingency for errors with two students with learning disabilities. Electronic Journal of Research in Educational Psychology, 8(2), 457-482. Retrieved from http://www.investigacion- psicopedagogica.org/revista/new/english/anteriores.php

[10]. Green, C., McLaughlin, T. F., Derby, K. M., & Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research: JER, 13(2), 84-98. Retrieved from: http://www.iub.edu.pk/jer/previous_issue.html

[11]. Herberg, K., McLaughlin, T. F., Derby, K. M., & Gilbert, V. (2011). The effects of direct instruction flashcards on shape recognition and recall for two preschool students with disabilities. Academic Research International, 1(3). 55-59. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html

[12]. Higgins, M., McLaughlin, T. F., Derby, K. P., & Long, J. (2012). The differential effects of direct instruction flashcards on sight-word identification for two preschool students with autism spectrum disorders. Academic Research International, 2(3), 394-402. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[13]. Hopewell, K., McLaughlin, T. F., & Derby, K. M. (2011). The effects of reading racetracks with direct instruction flashcards and a token system on sight word acquisition for two primary students with severe conduct disorders. Electronic Journal of Research in Educational Psychology, 9(2), 693-710. Retrieved from http://www.investigacionpsicopedagogica. org/revista/new/english/anteriores.php

[14]. Kaufman, L., McLaughlin, T. F., Derby, K. M., & Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and rewards to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34, 24-44.

[15]. Kauffman, J. M., & Landrum, T. J. (2009). Characteristics of emotional and behavioral disorders of children and youth (9th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

[16]. Kazdin, A. E. (2010). Single case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.

[17]. Lerner, J., & Johns, B. (2008). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (11th ed.). Boston: Wadsworth.

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[19]. Lloyd, D. N. (1978). Prediction of school failure from third-grade data. Educational and Psychological Measurement, 38, 1193-1200.

[20]. Lund, K., McLaughlin, T. F., Neyman, J., & Everson, M. (2012). The effects of DI flashcards and math racetrack on multiplication facts for two elementary students with learning disabilities. Journal of Special Education Apprenticeship, 1(1) 1-15. Retrieved from http://josea.info/index.php?page=Vol1No1.

[21]. McClosky, M., & Macaruso, P. (1995). Representing and using numerical information. American Psychologist, 50, 351–363.

[22]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck, S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. M. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134.

[23]. Mann, Z., McLaughlin, T. F., Williams, R. L., Derby, K. M., & Everson, M. (2012). The effects of direct instruction flashcards and rewards with math facts at school and in the home: acquisition and maintenance. Journal of Special Education Apprenticeship, 1(2). Retrieved from: http://josea.info/index.php?page=archives.

[24]. Nelson, J. R., Benner, G. J., Lane, K. L., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73.

[25]. Poff, B., McLaughlin, T. F., Derby, K. M., & King, K. (2012). The effects of cover, copy, and compare with free time in math for elementary students with severe behavior disorders. Academic Research International, 2(2), 247-263. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html

[26]. Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, J. (2011). The multiple effects of direct instructions on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities 23, 241-255.

[27]. Standish, K., McLaughlin, T. F., & Neyman, J. (2012). The effects of direct instruction flashcards and math racetrack on math facts with one elementary student. Academic Research International, 2(2), 241-246. Retrieved from: http://174.36.46.112/~savaporg/ journals/issue.html

[28]. Silbert, J., Carnine, D. W., & Stein, M. (1981). Direct Instruction Mathematics. Columbus, OH: Charles E. Merrill.

[29]. Stein, M., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A Direct Instruction approach (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

[30]. Treacy, R., McLaughlin, T. F., Derby, K. M., & Schlettert, E. (2012). The effects of flashcards and student selected reinforcers with goals and additional practice with multiplication facts for two intermediate elementary students with behavior disorders. Academic Research International, 2(1), 469-476. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

[31]. Walker, J., McLaughlin, T. F., & Weber, K . P. (2012). The effects of flashcards and math racetrack on multiplication facts for three rural elementary students at risk for school failure. Academic Research International, 2(3), 405-418. Retrieved from: http://174.36.46.112/~ savaporg/journals/issue.htm/

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Research Paper

Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model

Stacey M. Takanishi*

University of Hawaii, Manoa College of Education Institute for Teacher Education.

Stacey M. Takanishi (2012). Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model. i-manager’s Journal on Educational Psychology, 6(2), 41-49. https://doi.org/10.26634/jpsy.6.2.2005

Abstract

NCLB policies in the United States focus schools’ efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state standards and influence student learning. This longitudinal, multilevel study focuses on how the implementation of standards-based learning and monitoring of student progress affects students’ likelihood to attain proficiency in math over time. All 5th-grade students enrolled in a western United States public school district who attended the same school in both 3rd- and 5th-grades and had complete 3rd- and 5th-grade test results for mathematics (11,345 students, 79% of all Grade 5 students, in 172 schools). A multilevel value-added model (hierarchical logistic regression) was used to estimate the extent to which school processes influenced math outcomes at single and at multiple points in time. The results of this study identify effective schools and practices and illustrate the relationship between schools’ academic organization and students’ growth; they show that organizational processes do impact student learning over schools’ contextual features. The quality of schools’ implementation of the required Standards Based Learning curriculum is strongly related to students’ likelihood to be proficient in math. Implications for practice: Build human and social capital by focusing on school process variables for school improvement. Because school leaders have relatively greater control over organizational processes, they can proactively focus on identifying needs, providing staff professional development and follow-up support, and implementing and evaluating changes. Growth models and case studies may provide more information about learner outcomes in math over time.

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i-manager's Journal on Educational Psychology (JPSY)

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Volume 6 Issue 2 August - October 2012

Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children

Josie Wilson* , T. F. McLaughlin**, K. Mark Derby***, Diane Conley****

* M. Ed, Department of Special Education, Gonzaga University, Washington. **-*** Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane. **** Retired Early Childhood Special Education Teacher, Gonzaga University.

Josie Wilson, T. F. McLaughlin, K. Mark Derby and Diane Conley (2012). Effects of Hand-Over-Hand Physical Guidance and Tracing on Prewriting Skills of Preschool-Aged Children. i-manager’s Journal on Educational Psychology, 6(2), 1-7. https://doi.org/10.26634/jpsy.6.2.2000

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Effectiveness of Integrating Riddles in Teaching Mathematics among VIII Standard Students

K. Thiyagu*

Assistant Professor, Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tamilnadu, India.

K. Thiyagu (2012). Effectiveness Of Integrating Riddles In Teaching Mathematics Among VIII Standard Students. i-manager’s Journal on Educational Psychology, 6(2), 8-12. https://doi.org/10.26634/jpsy.6.2.2001

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The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report

Gianna Amsberry* , T. F. McLaughlin**, K. Mark Derby***, Teresa Waco****

* B. Ed, Department of Special Education, Gonzaga University, Spokane. **-*** Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane. **** M. Ed, Gonzaga University, Spokane Public Schools, Bernard, Spokane.

Gianna Amsberry, T. F. McLaughlin, K. Mark Derby and Teresa Waco (2012). The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report. i-manager’s Journal on Educational Psychology, 6(2), 13-18. https://doi.org/10.26634/jpsy.6.2.2002

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Students’ Perception on Library Service Quality: A Qualitative Study of Iium Library

Selim Ahmed* , Rafikul Islam**

* Ph.D Research Scholar, Department of Business, Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia. ** Department of Business Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Selim Ahmed and Rafikul Islam (2012). Students' Perception On Library Service Quality: A Qualitative Study Of IIUM Library. i-manager’s Journal on Educational Psychology, 6(2), 19-29. https://doi.org/10.26634/jpsy.6.2.2003

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The Gradual and Differential Effects of Direct Instruction Flashcards with and without a DRH Contingency on Basic Multiplication Facts for Two Students with Severe Behavior Disorders

Kevin D. Pierce* , T. F. McLaughlin**, J. Neyman***, K. King****

* B. Ed, Department of Special Education, Gonzaga University ** Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane. *** Lecturer, Department of Special Education, Gonzaga University, Spokane. **** M. Ed, Gonzaga University

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Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model

Stacey M. Takanishi*

University of Hawaii, Manoa College of Education Institute for Teacher Education.

Stacey M. Takanishi (2012). Implementation of School Instructional Improvement and Student Growth in Math: Testing a Multilevel Longitudinal Model. i-manager’s Journal on Educational Psychology, 6(2), 41-49. https://doi.org/10.26634/jpsy.6.2.2005

Abstract

References

Full Article (HTML)

Pdf

Josie Wilson* , T. F. McLaughlin, K. Mark Derby*, Diane Conley****

* M. Ed, Department of Special Education, Gonzaga University, Washington.

-* Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

**** Retired Early Childhood Special Education Teacher, Gonzaga University.

Gianna Amsberry* , T. F. McLaughlin, K. Mark Derby*, Teresa Waco****

* B. Ed, Department of Special Education, Gonzaga University, Spokane.

-* Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

**** M. Ed, Gonzaga University, Spokane Public Schools, Bernard, Spokane.

* Ph.D Research Scholar, Department of Business, Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

** Department of Business Administration, International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Kevin D. Pierce* , T. F. McLaughlin, J. Neyman*, K. King****

* B. Ed, Department of Special Education, Gonzaga University

Ph. D, Professor, Department of Special Education, Gonzaga University, Spokane.

* Lecturer, Department of Special Education, Gonzaga University, Spokane.

**** M. Ed, Gonzaga University