Researchers examined roles and actions of members of “co-teaching” teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum.

Methods for recognition of site formation processes are slowly being developed. Ethnoarchaeological data on refuse disposal suggest that comparison of the distribution of large and small objects across a site may be an interpretive method because size is often a factor in determining whether an object becomes primary or secondary refuse. To test this in the field, I carried out microdebitage analysis on soil samples from a stone circle site in the Northern Plains. Comparison of the microdebitage and macroflake distributions indicates the utility of microdebitage analysis for study of use and disposal in lithic tool manufacture areas.

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By observing the give and take intrinsic to storytelling, children learn how to build a relationship with an audience.

This study sought to provide educational researchers, policy-makers, and professionals with quantitative data on the status of RTI implementation, as well as on which leadership behaviors have been associated with successful implementation. School psychologists and other RTI professionals rated their schools on RTI implementation using the RTI Essential Components Integrity Rubric and rated their school principals on leadership style using the Multifactor Leadership Questionnaire 5X. Descriptive data indicate that while schools have made progress, they have fallen far short of having fully implemented the RTI model. Multiple regression analysis identified transformational leadership as the predictive factor for RTI implementation, highlighting the importance of effective school leadership for this model.