Studying teaching methods, strategies and best practices for young children with special educational needs

References

• Brownell, M. T., Billingsley, B. S., McLeskey, J., & Sindelar, P. T. (2012). Teacher quality and effectiveness in an era of accountability: Challenges and solutions in special education? In J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (pp. 260–280). New York, NY: Routledge Press.
   Google Scholar
• Carey, K. (2004). The real value of teachers: Using new information about teacher effectiveness to close the achievement gap. Thinking K-16, 8(1). Retrieved from http://www.edtrust.org/sites/edtrust.org/files/publications/files/Spring04_0.pdf
   Google Scholar
• Coe, R. (2002, September, 12–14). It's the effect size, stupid: what effect size is and why it is important. Paper presented at the annual conference of the British Educational Research Association, University of Exeter, England. Retrieved from http://www.leeds.ac.uk/educol/documents/00002182.htm
   Google Scholar
• Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Kappan, 93(6), 8–15. doi: 10.1177/003172171209300603
   Web of Science ®Google Scholar
• Galton, M. (2007). Learning and teaching in the primary classroom. London: Sage.
   Google Scholar
• Harrell, M. C., & Bradley, M. A. (2009). Data collection methods. Semi-structured interviews and focus groups. Santa Monica, CA: RAND National Defense Research Institute.
   Google Scholar
• Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.
   Google Scholar
• Henson, R. K., Kogan, L. R., & Vacha-Haase, T. (2001). A reliability generalization study of the Teacher Efficacy Scale and related instruments. Educational & PsychologicalMeasurement, 61(3), 404–420.
   Google Scholar
• Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent validity and diagnostic accuracy of the dynamic indicators of basic early literacy skills and the comprehensive test of phonological processing. School Psychology Review, 32(4), 541–557.
   Web of Science ®Google Scholar
• Horrocks, L. E. (2010). The effects of in-service teacher training on correct implementation of assessment and instructional procedures for teachers of individuals with profound multiple disabilities (Ph.D. dissertation, Utah State University). Retrieved January 22, 2015, from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1583&context=etd
   Google Scholar
• Hurford, D. P., Potter, T. S., & Hart, G. S. (2002). Examination of three techniques for identifying first-grade children at risk for difficulty in word identification with an emphasis on reducing the false negative error rate. Reading Psychology, 23, 159–180. doi: 10.1080/02702710290061300
   Google Scholar
• Kane, T., Rockoff, J., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27, 615–631. doi: 10.1016/j.econedurev.2007.05.005
   Web of Science ®Google Scholar
• Ko, J., & Sammons, P. (2013). Effective teaching: A review of research and evidence. Reading, UK: CfBT Education Trust.
   Google Scholar
• Kyriacou, C. (2007). Essential teaching skills (3rd ed.). Cheltenham: Nelson Thornes.
   Google Scholar
• Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and students outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12–23. doi: 10.1016/j.tate.2008.06.001
   Web of Science ®Google Scholar
• Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Olsen, W. (2004). Triangulation in social research: Qualitative and quantitative methods can really be mixed. Retrieved from http://www.ccsr.ac.uk/staff/Triangulation.pdf
   Google Scholar
• Sledge, A., & Pazey, B. L. (2013). Measuring teacher effectiveness through meaningful evaluation: Can reform models apply to general education and special education teachers? Teacher Education and Special Education, 20(10), 1–16.
   Google Scholar
• Strogilos, V., Lacey, P., Xanthacou, Y., & Kaila, M. (2011). Collaboration and integration of services in Greek special schools: Two different models of delivering school services. International Journal of Inclusive Education, 15(8), 797–818. doi: 10.1080/13603110903431550
   Web of Science ®Google Scholar
• Swanson, H. L. (1999). Reading research for students with learning disabilities: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504–532. doi: 10.1177/002221949903200605
   PubMed Web of Science ®Google Scholar
• Swanson, H. L. (2012). Adults with reading disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 45, 17–30. doi: 10.1177/0022219411426856
   PubMed Web of Science ®Google Scholar
• Swanson, H. L., & Hoskyn, M. (2000). Intervention research for students with learning disabilities: A comprehensive meta-analysis of group design studies. In T. E. Scruggs & M. A. Mastropieri (Eds.), Educational interventions: Advances in learning and behavioral disabilities (Vol. 14, pp. 1–153). Oxford, MA: Elsevier Science.
   Google Scholar
• Swanson, H. L., & Sachse-Lee, C. (2000). A meta-analysis of single-subject design intervention research for students with learning disabilities. Journal of Learning Disabilities, 33(2), 114–166. doi: 10.1177/002221940003300201
   PubMed Web of Science ®Google Scholar
• Torgesen, J. K. (1998). Catch them before they fall. American Educator, 22, 32–41.
   Google Scholar
• Tsakiridou, H., & Polyzopoulou, K. (2014). Greek teachers’ attitudes toward the inclusion of students with special educational needs. American Journal of Educational Research, 2(4), 208–218. doi: 10.12691/education-2-4-6
   Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17(7), 783–805. doi: 10.1016/S0742-051X(01)00036-1
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. doi: 10.1016/j.tate.2006.05.003
   Web of Science ®Google Scholar
• Tzivinikou, S. (2002). Potential Discriminative factors for Dyslexia (Unpublished doctoral thesis). Brunel University, London, UK.
   Google Scholar
• Tzivinikou, S. (in press). Sense of self-efficacy of special education teachers in Greek inclusive settings.
   Google Scholar
• Tzivinikou, S. (2015). The impact of an in-service training program on the self-efficacy of special and general education teachers. Problems of Education in the 21st Century, 64, 95–107.
   Google Scholar
• Tzivinikou, S., & Koutsokosta, V. (2011) [in Greek]. Η αποτίμηση της λειτουργίας των τμημάτων ένταξης και η ανάδυση των χαρακτηριστικών που απαρτίζουν τη ϕυσιογνωμία τους. [The valuation of operation of inclusive settings and the emergence of their characteristics that make up their character]. In E. Papanis & P. Giavrimis (Eds.), Proceedings of the international conference of “Research, Educational Policy and Practice in Special Education”, (pp. 83–99). Mitilini: Publ, of Aegean University.
   Google Scholar
• Wilen, W., Hutchinson, J., & Ishler, M. (2008). Dynamics of effective secondary teaching (6th ed.). New York, NY: Pearson.
   Google Scholar
• Wong, B. Y. L., Harris, R. K., Graham, S., & Butler, D. L. (2007). Cognitive strategies instruction: Research in learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 383–402). New York, NY: Guilford press.
   Google Scholar