No abstract

In this study, the researchers analyzed the transition components of 399 Individualized Education Programs (IEPs). In many cases, transition goal areas mandated by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) either were not addressed or were inadequately detailed. Effective practices, such as career planning and self-determination enhancement, were not incorporated within most plans, and the study indicated that students frequently were solely responsible for carrying out action steps to achieve their transition goals. Race and gender were not significant determinants of plan quality; however, disability type, projected diploma type, and district residence were associated with variations in transition planning activities. The authors discuss the implications of the findings relative to enhancing student preparation for adult life as envisioned by the 2004 reauthorization of IDEA.

Loss of species will directly change the structure and potentially the dynamics of ecological communities, which in turn may lead to additional species loss (secondary extinctions) due to direct and/or indirect effects (e.g. loss of resources or altered population dynamics). Furthermore, the vulnerability of food webs to repeated species loss is expected to be affected by food web topology, species interactions, as well as the order in which species go extinct. Species traits such as body size, abundance and connectivity might determine a species’ vulnerability to extinction and, thus, the order in which species go primarily extinct. Yet, the sequence of primary extinctions, and their effects on the vulnerability of food webs to secondary extinctions, when species abundances are allowed to respond dynamically, has only recently become the focus of attention. Here, we analyse and compare topological and dynamical robustness to secondary extinctions of model food webs, in the face of 34 extinction sequences based on species traits. Although secondary extinctions are frequent in the dynamical approach and rare in the topological approach, topological and dynamical robustness tends to be correlated for many bottom–up directed, but not for top–down directed deletion sequences. Furthermore, removing species based on traits that are strongly positively correlated to the trophic position of species (such as large body size, low abundance, high net effect) is, under the dynamical approach, found to be as destructive as removing primary producers. Such top–down oriented removal of species are often considered to correspond to realistic extinction scenarios, but earlier studies, based on topological approaches, have found such extinction sequences to have only moderate effects on the remaining community. Thus, our result suggests that the structure of ecological communities, and therefore the integrity of important ecosystem processes could be more vulnerable to realistic extinction sequences than previously believed.

The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.

This study examined our perceptions as a music education professor and three PhD students as we conducted a self-study of our individual and collective experiences teaching graduate students. We framed our work around the key question: How do PhD students describe experiences specifically in relation to perceived potential as teachers of graduate students in higher education? Findings concerning graduate teaching included (a) views of graduate teaching changed with increased experience, and (b) confidence increased with more experience teaching graduate classes and more time to process the content. The use of self-study as an approach to inquiry is discussed along with these findings.