Pub Date : 2022-10-01DOI: 10.1177/87568705221110464
Sung-Hee Lee, Malayna B. Bernstein
This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers.
{"title":"Narrative Writing Progress of Rural Elementary Students in Mixed-Ability Online Pairings","authors":"Sung-Hee Lee, Malayna B. Bernstein","doi":"10.1177/87568705221110464","DOIUrl":"https://doi.org/10.1177/87568705221110464","url":null,"abstract":"This article reports on a qualitative secondary data analysis of a study of upper elementary students’ narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The qualitative analysis of student online writing products, student peer feedback, and teacher interviews indicated that struggling writers in the experimental group wrote more ambitious but less coherent stories than struggling writers in the control group, and that skilled writers in the experimental group received poor-quality feedback and were less inclined to revise than skilled writers in the control group. We provide suggestions for writing instruction and technology support for skilled and struggling writers.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"184 - 196"},"PeriodicalIF":1.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48291446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1177/87568705221098206
Ashley S. Macsuga-Gage, Laura Kern, Nicholas A. Gage
{"title":"Riding Fences","authors":"Ashley S. Macsuga-Gage, Laura Kern, Nicholas A. Gage","doi":"10.1177/87568705221098206","DOIUrl":"https://doi.org/10.1177/87568705221098206","url":null,"abstract":"","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"59 - 60"},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42815433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1177/87568705221097114
Erin A. Chaparro, Angus Kittelman, Sara C. McDaniel, Heather Peshak George, J. VanLone, SoLing So
Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically (n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools (n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.
{"title":"Examining Rural School Implementation of Positive Behavioral Supports Across Tiers","authors":"Erin A. Chaparro, Angus Kittelman, Sara C. McDaniel, Heather Peshak George, J. VanLone, SoLing So","doi":"10.1177/87568705221097114","DOIUrl":"https://doi.org/10.1177/87568705221097114","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the 2018-19 school year. We examined PBIS implementation in rural and nonrural settings using a subsample of 6,631 schools during their first five years of PBIS implementation (2014-15 to 2018-19 school years). Further, we used a subsample of 2,266 schools to examine differences in implementation for rural schools, specifically (n = 1,215) in their first five years of PBIS implementation (2014-15 to 2018-19) compared to rural schools (n = 1,051) implementing six or more years (2000-01 to 2013-14). Rural schools differ from other school locales in the implementation of Tiers 2 and 3 systems during initial implementation. When examining the implementation in rural schools implementing PBIS for five or fewer years to those implementing for six years or more, those implementing longer had higher scores at Tiers 2 and 3. Practical implications across all three tiers, special education, and rural locales are presented.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"116 - 128"},"PeriodicalIF":1.5,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.1177/87568705221094560
Nicholas A. Gage, Laura Kern, Heather Peshak George, Karen Elfner, Karen Robbie
Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.
{"title":"Exploring SWPBIS Implementation Outcomes in Rural and Urban Schools in Florida","authors":"Nicholas A. Gage, Laura Kern, Heather Peshak George, Karen Elfner, Karen Robbie","doi":"10.1177/87568705221094560","DOIUrl":"https://doi.org/10.1177/87568705221094560","url":null,"abstract":"Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing evidence-based practices, School-Wide Positive Behavioral Interventions and Supports (SWPBIS), has been widely implemented, including in rural and urban schools. Yet, very little research has explicitly compared rural and urban schools implementing SWPBIS with regard to implementation and discipline. Therefore, we examined statewide data to evaluate differences between rural and urban schools implementing SWPBIS in Florida. We found that both rural and urban schools were equally likely to implement all the components of SWPBIS. When comparing schools, we found that rural schools implementing SWPBIS had more out-of-school suspensions than nonimplementing rural schools, while the opposite was true for urban schools. Limitations and future research are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"129 - 139"},"PeriodicalIF":1.5,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47795422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.1177/87568705221097117
S. A. Garbacz, Rachel T. Santiago, K. Gulbrandson
School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in accessing resources. The purpose of this study was to examine variables that may influence PBIS implementation fidelity, sustained fidelity, training, and assessment and how these variables vary across geographic locales. Nine years of statewide PBIS implementation and school-level data were drawn from a longitudinal statewide dataset for the U.S. state of Wisconsin. Results of generalized linear models, MANOVA, and discriminant analysis indicated (a) consistent assessment and sustained fidelity in rural and town schools were positively associated with district size and enrollment of minoritized students, but they were negatively associated with enrollment of ELL students (with grade level also having an association with sustained fidelity); (b) locale had an effect on fidelity, assessment, and training; and (c) rural and city locales had the greatest differences from each other in training, assessment, and fidelity. Study limitations and future research directions are discussed.
{"title":"Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools","authors":"S. A. Garbacz, Rachel T. Santiago, K. Gulbrandson","doi":"10.1177/87568705221097117","DOIUrl":"https://doi.org/10.1177/87568705221097117","url":null,"abstract":"School-wide PBIS implementation is associated with positive academic and behavioral outcomes. Research supports the importance of school context in implementation and sustainment, but more work is needed to explore the role of community locale, particularly for rural communities that experience context-specific strengths and challenges in accessing resources. The purpose of this study was to examine variables that may influence PBIS implementation fidelity, sustained fidelity, training, and assessment and how these variables vary across geographic locales. Nine years of statewide PBIS implementation and school-level data were drawn from a longitudinal statewide dataset for the U.S. state of Wisconsin. Results of generalized linear models, MANOVA, and discriminant analysis indicated (a) consistent assessment and sustained fidelity in rural and town schools were positively associated with district size and enrollment of minoritized students, but they were negatively associated with enrollment of ELL students (with grade level also having an association with sustained fidelity); (b) locale had an effect on fidelity, assessment, and training; and (c) rural and city locales had the greatest differences from each other in training, assessment, and fidelity. Study limitations and future research directions are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"95 - 107"},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45779448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-17DOI: 10.1177/87568705221098031
Kaci Ellis, Nicholas A. Gage, D. Kramer, Emily Baton, Courtney Angelosante
Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students’ perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.
{"title":"School Climate in Rural and Urban Schools and the Impact of SWPBIS","authors":"Kaci Ellis, Nicholas A. Gage, D. Kramer, Emily Baton, Courtney Angelosante","doi":"10.1177/87568705221098031","DOIUrl":"https://doi.org/10.1177/87568705221098031","url":null,"abstract":"Positive school climate is associated with myriad positive student, staff, and school outcomes, including increased achievement and decreased problem behavior. Hence, universal evidence-based practices are necessary to increase school climate. One universal approach with evidence of effects on school climate is School-Wide Positive Behavior Interventions and Supports (SWPBIS). However, little research exists evaluating the effects of SWPBIS on school climate focus on student perceptions. Furthermore, researchers have rarely examined differences in students’ perceptions of school climate in rural and urban schools and differences of SWPBIS effectiveness in rural and urban schools. Therefore, we used state-wide school climate data for elementary students in the U.S. state of Georgia and examined differences between rural and urban locale and SWPBIS implementation. Using multilevel structural equation modeling, we found that rural schools implementing SWPBIS with high levels of fidelity had significantly higher positive school climate than urban schools. Implications and limitations are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"73 - 83"},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44934084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1177/87568705221092766
Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson, A. Rila
Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests urban locale may moderate the effectiveness of particular interventions. Therefore, the purpose of this study was to assess differences in SWPBIS implementation fidelity and suspension outcomes between rural and urban schools in California during the 2017–2018 school year. Using several subsets of this sample, we applied linear and multinomial regression and multilevel modeling to determine differences between locales. Results suggest no differences in the likelihood of implementing Tier 1 or Tiers 1 and 2 with fidelity between rural and urban schools. However, rural schools are significantly more likely to implement all three tiers of SWPBIS with fidelity. When comparing rural and urban schools and suspension outcomes, we found that urban schools implementing all three tiers were less likely to use out-of-school suspensions for all students and for students with disabilities. Limitations and implications are discussed.
{"title":"School-Wide Positive Behavior Interventions and Supports in Rural and Urban California Schools: Effects on Fidelity of Implementation and Suspension Outcomes","authors":"Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson, A. Rila","doi":"10.1177/87568705221092766","DOIUrl":"https://doi.org/10.1177/87568705221092766","url":null,"abstract":"Evidence suggests that implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) with fidelity can reduce behavior problems in schools and, concomitantly, the use of school suspensions. Few studies have explored differences in SWPBIS implementation fidelity and outcomes between rural and urban schools, but research suggests urban locale may moderate the effectiveness of particular interventions. Therefore, the purpose of this study was to assess differences in SWPBIS implementation fidelity and suspension outcomes between rural and urban schools in California during the 2017–2018 school year. Using several subsets of this sample, we applied linear and multinomial regression and multilevel modeling to determine differences between locales. Results suggest no differences in the likelihood of implementing Tier 1 or Tiers 1 and 2 with fidelity between rural and urban schools. However, rural schools are significantly more likely to implement all three tiers of SWPBIS with fidelity. When comparing rural and urban schools and suspension outcomes, we found that urban schools implementing all three tiers were less likely to use out-of-school suspensions for all students and for students with disabilities. Limitations and implications are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"84 - 94"},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45232368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1177/87568705221092765
Shawna P. Ortogero, Tierney O. Barcarse, Amber B. Ray
To curb the negative impact that rural Hawaii’s qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs of beginning rural SETs, in addition to being grounded in the literature on special education teacher retention and Tichy’s (1983) Technical, Political, and Cultural Dynamics Theory. Seven licensed educators and their mentees participated in the course. Data were collected using surveys, knowledge assessment, culminating reflections, and course evaluations. Participants were satisfied with the course and found mentoring and instructional practices beneficial. The course had a positive impact on the overall knowledge of participants. Nearly all mentees discussed that coaching helped them grow as a teacher and resulted in lessons where students were more successful. Implications for practice are discussed.
{"title":"Developing the Knowledge and Mentoring Skills of Future Special Education Leaders","authors":"Shawna P. Ortogero, Tierney O. Barcarse, Amber B. Ray","doi":"10.1177/87568705221092765","DOIUrl":"https://doi.org/10.1177/87568705221092765","url":null,"abstract":"To curb the negative impact that rural Hawaii’s qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs of beginning rural SETs, in addition to being grounded in the literature on special education teacher retention and Tichy’s (1983) Technical, Political, and Cultural Dynamics Theory. Seven licensed educators and their mentees participated in the course. Data were collected using surveys, knowledge assessment, culminating reflections, and course evaluations. Participants were satisfied with the course and found mentoring and instructional practices beneficial. The course had a positive impact on the overall knowledge of participants. Nearly all mentees discussed that coaching helped them grow as a teacher and resulted in lessons where students were more successful. Implications for practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"211 - 226"},"PeriodicalIF":1.5,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1177/87568705221092764
Zoe R. Smith, D. Krieg
This study explored the experiences of Head Start parents who were becoming involved in their pre-school–age children’s Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and recommendations to alleviate these barriers. Qualitative analysis with thematic coding was used to interpret the data. Results indicated that parents believed they lacked necessary information that could increase their advocacy for their children and reported the wording of the IEP was too difficult to understand. In addition, parents felt that their negative emotions barred them from being active members at IEP meetings. Parents noted that Head Start’s encouragement and positive parent–teacher communication helped alleviate some barriers but believed that a yearly class on IEPs and more frequent one-on-one meetings would help them become better advocates for their young children.
{"title":"Barriers and Recommendations From Parents in Rural Areas: Experiences With Individualized Education Programs","authors":"Zoe R. Smith, D. Krieg","doi":"10.1177/87568705221092764","DOIUrl":"https://doi.org/10.1177/87568705221092764","url":null,"abstract":"This study explored the experiences of Head Start parents who were becoming involved in their pre-school–age children’s Individualized Education Program (IEP) process. Seven participants from the rural Midwest engaged in focus group (n = 2) or interview (n = 1) format discussions regarding barriers to involvement in the IEP process and recommendations to alleviate these barriers. Qualitative analysis with thematic coding was used to interpret the data. Results indicated that parents believed they lacked necessary information that could increase their advocacy for their children and reported the wording of the IEP was too difficult to understand. In addition, parents felt that their negative emotions barred them from being active members at IEP meetings. Parents noted that Head Start’s encouragement and positive parent–teacher communication helped alleviate some barriers but believed that a yearly class on IEPs and more frequent one-on-one meetings would help them become better advocates for their young children.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":"41 1","pages":"153 - 168"},"PeriodicalIF":1.5,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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