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1. The document outlines an action research plan to evaluate a co-teaching inclusion model for 9th grade students. 2. Key steps include conducting trust-building activities, reviewing research on effective co-teaching models, setting goals and expectations, and monitoring student achievement data throughout the school year. 3. The plan aims to evaluate the success of the co-teaching program and make recommendations for improvement, as well as expansion to upper grade levels.
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CHANGES Poster for ASEE 2016
1) The study investigated factors that influence student performance and retention in engineering programs, including faculty beliefs, teaching practices, classroom effects, co-curricular experiences, departmental culture, and interdepartmental coordination.
2) The results found inconsistencies between faculty's self-reported beliefs (as measured by a survey and interview) and their actual classroom teaching practices (as measured by classroom observations). Faculty with more student-centered teaching practices had students with better course grades and fewer failures.
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Action research plan
This action research plan aims to decrease discipline problems at a campus by sending teachers to classroom management training. The plan will collect discipline data from before and after training to determine if there is a 35% reduction in referrals from teachers trained. Assistant principals will check discipline bi-monthly and a final report will compare data from the previous year to assess the strategies' success in improving discipline.
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This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
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- The plan includes providing teachers with student benchmark scores, collaborating with other teachers, aligning curriculum to state standards, implementing hands-on learning activities, tutoring programs, and reviewing student data to guide instructional changes.
- Throughout the school year, the science department will monitor student assessments, collaborate with other campuses, and involve parents to continually evaluate and improve upon the plan.
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2) The results found inconsistencies between faculty's self-reported beliefs (as measured by a survey and interview) and their actual classroom teaching practices (as measured by classroom observations). Faculty with more student-centered teaching practices had students with better course grades and fewer failures.
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Action research plan
This action research plan aims to decrease discipline problems at a campus by sending teachers to classroom management training. The plan will collect discipline data from before and after training to determine if there is a 35% reduction in referrals from teachers trained. Assistant principals will check discipline bi-monthly and a final report will compare data from the previous year to assess the strategies' success in improving discipline.
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This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Action research plan
- The document outlines an action research plan by the Memorial Middle School science department to improve low student performance in science.
- The plan includes providing teachers with student benchmark scores, collaborating with other teachers, aligning curriculum to state standards, implementing hands-on learning activities, tutoring programs, and reviewing student data to guide instructional changes.
- Throughout the school year, the science department will monitor student assessments, collaborate with other campuses, and involve parents to continually evaluate and improve upon the plan.
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This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
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The author modified their original action research plan after reviewing steps from a book on conducting action research. The revised plan covers all eight steps from the book but in a different order tailored to their unique campus needs. The plan aims to improve instruction by having faculty disaggregate student data and use it to drive classroom lessons. It involves conducting a needs assessment, understanding current practices, researching effective methods, analyzing data, developing an implementation plan, taking action, monitoring progress, and evaluating results to improve student achievement.
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This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
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Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
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This document provides guidelines for submitting articles to the Planning and Research Unit journal in the Division of Baguio City. The journal covers educational issues and is open to all education personnel as writers. Articles must follow APA formatting guidelines and cite sources according to APA style. Key requirements include double-spacing, 12-point Times New Roman font, 1-inch margins, and a 20-page maximum for research proposals. The document provides detailed guidance on formatting elements like titles, headings, tables, and references. Adherence to research ethics around confidentiality and objectivity is also emphasized.
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2) Data such as TAKS scores and district assessments will be analyzed to compare student performance in team-taught classes versus self-contained classes.
3) Interviews with teachers and administrators will provide perspectives on the advantages and disadvantages of team teaching currently in place.
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This action research plan aims to use learning communities to facilitate teacher professional growth and improve student achievement. The goal is for teachers to work collaboratively in learning communities to conduct action research on issues identified in student performance data. Key activities include aligning teacher leaders to form a learning community, analyzing student achievement data, discussing how learning communities can address issues, and creating grade-level learning communities to conduct research. Surveys will gather stakeholder input and newsletters will communicate findings to stakeholders. The plan expects this process will enhance teacher instruction and positively impact student academic performance.
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The author modified their original action research plan after reviewing steps from a book on conducting action research. The revised plan covers all eight steps from the book but in a different order tailored to their unique campus needs. The plan aims to improve instruction by having faculty disaggregate student data and use it to drive classroom lessons. It involves conducting a needs assessment, understanding current practices, researching effective methods, analyzing data, developing an implementation plan, taking action, monitoring progress, and evaluating results to improve student achievement.
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This document discusses constructing effective rubrics for second language classrooms. It provides guidelines for designing analytic rubrics, including examining learning objectives, identifying evaluation criteria, deciding on quality levels, and writing clear descriptors. The document emphasizes that rubrics should provide formative feedback to support student learning, and that students need guidance to actively use rubrics. Rubrics also require revision based on implementation and collecting benchmark samples.
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The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
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This document discusses best practices for continuous improvement in curriculum, instruction, and assessment to improve student achievement. It advocates for a continuous improvement model with standards-based curriculum and assessments that are frequently used to analyze qualitative and quantitative data. Key elements for success include clear learning standards, regular data meetings, rigorous instructional design and feedback, and professional development focused on improving teaching. The ultimate goal is improving student outcomes, as research shows students learn more when placed with high-performing teachers who receive ongoing feedback and work within a guaranteed, standards-based curriculum.
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This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
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Action research is a reflective process used by educators to systematically study their own practices and address problems in schools. It involves teachers collaboratively examining their practices, developing and implementing solutions, and assessing the results. The key aspects of action research include commitment, collaboration, identifying concerns, considering different perspectives, and enacting changes. It bridges the gap between theory and practice by directly observing real problems and acknowledging teachers' daily needs. Action research enhances teacher empowerment, professional growth, and positive classroom relationships by identifying and solving problems through a cyclical process of planning, acting, observing, and reflecting.
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This document provides guidelines for submitting articles to the Planning and Research Unit journal in the Division of Baguio City. The journal covers educational issues and is open to all education personnel as writers. Articles must follow APA formatting guidelines and cite sources according to APA style. Key requirements include double-spacing, 12-point Times New Roman font, 1-inch margins, and a 20-page maximum for research proposals. The document provides detailed guidance on formatting elements like titles, headings, tables, and references. Adherence to research ethics around confidentiality and objectivity is also emphasized.
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1) The document outlines the 8 steps of an action research project to evaluate the effectiveness of team teaching on student achievement.
2) Data such as TAKS scores and district assessments will be analyzed to compare student performance in team-taught classes versus self-contained classes.
3) Interviews with teachers and administrators will provide perspectives on the advantages and disadvantages of team teaching currently in place.
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This document summarizes the results of a study conducted by researchers at the University of Minnesota on data-driven decision making (DDDM) in K-12 schools. The study surveyed over 4,000 educators in Minnesota. Key findings included that teachers felt less positively about DDDM efforts than administrators, many teachers were not using state assessment data in their instruction, and elementary teachers had more positive views of DDDM than secondary teachers. The researchers identified next steps such as additional statistical analysis and exploring relationships between DDDM practices and student achievement data.
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The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
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This action research plan aims to use learning communities to facilitate teacher professional growth and improve student achievement. The goal is for teachers to work collaboratively in learning communities to conduct action research on issues identified in student performance data. Key activities include aligning teacher leaders to form a learning community, analyzing student achievement data, discussing how learning communities can address issues, and creating grade-level learning communities to conduct research. Surveys will gather stakeholder input and newsletters will communicate findings to stakeholders. The plan expects this process will enhance teacher instruction and positively impact student academic performance.
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Believing that policy drives practice, Learning Forward created Professional Learning Policy Review: A Workbook for States and Districts to help educators assess if their policies support the professional learning required for changes such as implementing Common Core State Standards. Learn how to move people through a series of stages to evaluate the policies a system has in place and consider recommendations for changes.
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This document discusses revising instructional materials. It notes that instructional materials must be revised carefully through a methodical process using feedback from experts, students, and field tests. Revisions can improve clarity, address weaknesses, and ensure materials meet learner needs. Data from evaluations informs the revision process. Designers and teachers can both revise materials as needed.
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Dr. Hughes is currently (2009) Assistant Professor in the Department of Curriculum and Instruction at Sam Houston State University, Huntsville, Texas.
Summative assessment( advantages vs. disadvantages)
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
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1. The document describes the process of creating and refining assessment tools and curriculum for a graduate medical education workshop on research design and statistics.
2. The creators developed an initial assessment tool, pre-course survey, new classroom activities and homework, and post-course survey to evaluate students and iteratively improve the workshop.
3. Through collecting and utilizing feedback data, they were able to constantly adapt and refine the workshop, resulting in much greater success compared to the first time it was taught.
Everett standards show june10
1. The document discusses standards-based education and whether standards truly lead to standards-based instruction.
2. It provides examples of the Common Core State Standards for mathematics and compares them to other standards.
3. For standards-based instruction to be effective, teachers need professional development opportunities to collaborate and improve their understanding of how to teach the standards.
Ch. 2 - Individualized Spec. Ed. Programs
This document discusses key aspects of individualized special education programs including:
1) Individualized education programs (IEPs) are developed by multidisciplinary teams to provide tailored instruction and services to students with disabilities.
2) IEPs outline goals, services, accommodations, and progress monitoring for eligible students from preschool through high school.
3) Special education teachers use data-based practices and frequent progress monitoring to implement and evaluate individualized programs that provide access to the general education curriculum.
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Research Orientation of DepEd Baguio Division Action Research Format
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Dr. Teresa Ann Hughes, PhD Dissertation Defense, Dr. William Allan Kritsonis,...
Dr. Teresa Ann Hughes, PhD Dissertation Defense, Dr. William Allan Kritsonis,...
Summative assessment( advantages vs. disadvantages)
Summative assessment( advantages vs. disadvantages)
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Application of Assessment and Evaluation Data to Improve a Dynamic Graduate M...
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Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
GTN Faculty Presentation
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Assessment: Grading & Student Evaluation
1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
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SCC 2007 Student Learning Outcomes
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Leaders evaluation report year 2 2011
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The document discusses aligning educational systems with 21st century skills. It proposes aligning instruction, leadership development, and data/knowledge management around competencies like digital literacy, critical thinking, and self-directed learning. This includes observation models for these skills, professional learning focused on data and research, and an integrated online platform for resources, exemplars, and continuous learning. The goal is preparing all students for an evolving, technology-driven world by retrofitting current "analogue" systems focused on classroom-based, test-driven instruction.
Utilizing Rubrics in Audio/Visual Production
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Measuring Educational Interventions in Context
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Crossing the bridges: ESL students’ perspectives on academic english learning...
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Factors influencing academic achievement in quantitative courses among busine...
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Similar to Action research plan upload (20)
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Crossing the bridges: ESL students’ perspectives on academic english learning...
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Action research plan upload
- 1. Action Research Plan<br />Action StepsPerson ResponsibleTimelineNeeded ResourcesEvaluationConduct trust-building among the co-teachersPrincipal9th grade Assistant PrincipalAugust 2010LibraryTrust-building resource materialsObservation and field notes of the team meetings during the yearSurveys of teachersReview research about co-teach inclusion models on student achievementPrincipal9th grade Assistant PrincipalAugust 2010ResearchDieker, 2001Hang & Rabren, 2009Isherwood & Barger-Anderson, 2008Teacher feedback on the researchReview research to deal with misconceptions about co-teaching, learn strategies, and set some general goals and expectationsPrincipal9th grade Assistant PrincipalTeachersAugust 2010ResearchKarten, 2005Conderman, et al, 2009Dieker, 2001Sapon-Shiven, 2003Isherwood & Barger-Anderson, 2008That goals and expectations are aligned with the research and deal with some of the misconceptionsUse the SMART goals process to set specific measures and targets for the inclusion programPrincipal9th grade Assistant PrincipalTeachersAugust 2010SMART goals bookConzemius & O’Neill, 2001Fully completed SMART goals chart that has the approval of all involvedSet and follow a schedule for 9th grade planning time to troubleshoot and celebrate the co-teach inclusion program9th grade Assistant PrincipalTeachersAugust 2010-May 2011Held a minimum of monthlySchedule or meeting formMinutes from the meetingsMonitor student achievement data on 6-week assessmentsPrincipal9th grade Assistant PrincipalTeachersAugust 2010-May 2011Six week intervalsData reportsMinutes of meetings on data analysisConduct Field Notes through classroom observationsPrincipal9th grade Assistant PrincipalContent SpecialistsCampus Special Education CoordinatorAugust 2010-May 2011Minimum of twice per monthClassroom observation formsObservation formsAdministrator ReflectionPrincipal9th grade Assistant PrincipalContent SpecialistsCampus Special Education CoordinatorQuarterlyRegular meeting time and placeAdjustments or additions based on reflectionInterviews with co-teachersPrincipal9th grade Assistant PrincipalDecember 2010May 2011Interview questionsInterview feedbackProfessional development recommendationsCorrect pairing and equitable classroom analysisPrincipal9th grade Assistant PrincipalDecember 2010May 2011Field NotesInterviewsSurveysProfessional developmentCommendationsReassignmentsSurvey students about their classroom experiences9th grade Assistant PrincipalTeachersApril 2011Survey questions and formsSurvey resultsReflections about the surveysSurvey parents9th grade Assistant PrincipalTeachersApril 2011Survey questions and formsSurvey resultsReflections about the surveysEvaluate student work product portfoliosPrincipal9th grade Assistant PrincipalTeachersMay 2011PortfoliosRubric for evaluationReflection on the process and the productEvaluate student performance on TAKSPrincipal9th grade Assistant PrincipalTeachersMay 2011TAKS data reportsReflection on the overall picture of dataReview the achievement of SMART goals targetsPrincipal9th grade Assistant PrincipalTeachersQuarterly throughout the school yearSMART goals chartsMinutes from the meetingsAny changes to the targetsConduct an Appreciative Inquiry to evaluate the programPrincipal9th grade Assistant PrincipalTeachersParentsJune 2011Interview questionsKozik, et al, 2009Adjustments to the co-teach inclusion model for the next school yearSBDM team evaluation of the 9th grade co-teach inclusion modelSBDM team members, including the Principal, parent representative, and community representativesJune 2011Action PlanField NotesInterviewsSurveysProfessional development plansReflectionsMinutes from meetingsDistrict recommendations for special education staff additionsAction plan for implementation of the co-teach model in 10-12 grade classrooms<br />Conderman, G., Bresnahan, V, & Pedersen, T. (2009). Purposeful co-teaching: Real cases and <br /> effective strategies. Thousand Oaks, CA: Corwin Press.<br />Conzemius, A. &. O’Neill, J. (2001). The power of SMART goals: Using goals to improve <br /> student learning. Bloomington, IN: Solution Tree Press.<br />Dieker, L.A. (2001). What are the characteristics of effective middle and high school co-taught<br /> teams for students with disabilities. Preventing School Failure, 46, 14-23. Retrieved from <br /> http://www.lilieonline.com/courses/inclusion <br />Hang, Q. & Rabren, K. (2009). An examination of co-teaching perspectives and efficacy <br /> indicators. Remedial and Special Education, 30(5), 259-268. <br /> doi:10.1177/0741932508321018<br />Isherwood, R.S. & Barger-Anderson, R. (2008). Factors affecting the adoption of co-teaching <br /> models in inclusive classrooms. Journal of Ethnographic & Qualitative Research, 2, 121-128. <br /> Retrieved from http://biblos.lamar.edu:2251/ehost <br />Karten, T.J. (2005). Inclusion strategies that work: Research-based methods for the classroom. <br /> Thousand Oaks, CA: Corwin Press.<br />Kozik, P. L, Cooney, B., Vinciguerra, S., Gradel, K., Black, J. (2009). Promoting inclusion in <br /> secondary schools thorough appreciative inquiry. American Secondary Education, 38(1), 78-<br /> 91. Retrieved from http://biblos.lamar.edu:2251/ehost <br />Sapon-Shiven, M. (2003). Inclusion: A matter of social justice. Educational Leadership, 61(2), <br /> 25-28. Retrieved from http://biblos.lamar.edu:2251/ehost<br />