Callaboration to Support Student's Success

Walther-Thomas, Chriss; Korinek, Lori; McLaughlin, Virginia L.

doi:10.17161/foec.v32i3.6918

Cited by 17 publications

(12 citation statements)

References 0 publications

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“…By recognizing local expertise and providing opportunities for master teachers to share their knowledge and skills (e.g., weekly "walk and talk" groups, monthly "guest lecture" seminars, classroom observations, systematic new teacher mentoring and induction, and sponsored "lunch and learn" sessions), principals ensure that professional development efforts make sense within the context of their schools (Walther- Thomas, Korinek, & McLaughlin, 1999).…”

Section: Providing Instructional Leadershipmentioning

confidence: 99%

School Principals and Special Education: Creating the Context for Academic Success

DiPaola¹,

Tschannen‐Moran²,

Walther-Thomas³

2017

Exceptional

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Section: Providing Instructional Leadershipmentioning

confidence: 99%

School Principals and Special Education: Creating the Context for Academic Success

DiPaola¹,

Tschannen‐Moran²,

Walther-Thomas³

2017

Exceptional

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“…While varying philosophical perspectives and limited data continue to fuel the placement debate, the overriding question remains, "How do we best educate these students?" As more students with disabilities are included in general education classrooms, it is critical to examine the relationship between models of special education service delivery, specifically pullout or inclusion in general education, and academic outcomes for students with disabilities (Giacobbe, Livers, Thayer-Smith, & Walther-Thomas, 2001;Kavale & Forness, 2000;Walther-Thomas, Korinek, & McLaughlin, 1999).…”

mentioning

confidence: 99%

Outcomes for Students with Learning Disabilities in Inclusive and Pullout Programs

Rea

McLaughlin

Walther-Thomas

2002

Exceptional Children

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T he practice of including students with disabilities in general education classrooms has been gaining momentum for more than 15 years (Andrews, et al., 2000; U.S. Department of Education [USDE], 2000;Will, 1986). During this time, many complex philosophical, legal, and educational issues have been raised for schools, courts, and society as a whole. Lack of satisfactory academic performance by students with disabilities, combined with growing demands for social equity and civil rights, increas-ing identification of students requiring services, and ballooning costs of special education, prompted a radical reconsideration of the special education delivery system of the mid-1980s (Kavale & Forness, 2000Will, 1986). Since that time, increasing numbers of students with disabilities have been educated within the context of general education (McLeskey, Henry, & Axelrod, 1999; USDE, 2000).Two major issues have surfaced: the efficacy of the continuum model and the use of inclusive education to address shortcomings of the contin-203

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“…True integration of transition-focused competencies with academic standards, however, requires collaboration. The collaborative process is essential to increase student achievement for all students (Duchardt, Marlow, Inman, Christensen, & Reeves, 1999;Gable, Mostert, & Tonelson, 2004;Walther-Thomas, Korinek, & McLaughlin, 1999).…”

Section: Applying Ideas To Standardsmentioning

confidence: 99%