Remedial and Special Education: RASE 1997: Vol 18 Index

3 Pages·1997·0.55 MB·English

Mn §8AN NNUAL INDO K
Remedial and Special Education
January-December 1997, Volume 18
ALLINDER, Rose M.; OATS, Robert G.: DEV, Poonam C.: Intrinsic Motivation and INGRAM, Cregg F.: See GIBB, Gordon S.,
Effects of Acceptability on Teachers Academic Achievement: What Does Their 243-249, 256.
Implementation of Curriculum-Based Relationship Imply for the Classroom JAIRRELS, Veda: See PATTON, James R.,
Measurement and Student Achievement in Teacher?, 12-19. i 294-306.
Mathematics Computation, 113-120. DORNEY, Judith A.: See SALEND, Spencer JENKINS, Joseph R.: See VADASY, Patricia,
ALLINGTON, Richard L; MCGILL- J., 3-11; 54-64. 143-156.
FRANZEN, Anne; SCHICK, Ruth: How DOWNING, June E.; EICHINGER, JITENDRA, Asha K.: See CARNINE,
Administrators Understand Learning Dif- Joanne; WILLIAMS, Lilly J.: Inclusive Douglas, 66-81.
ficulties: A Qualitative Analysis, 223-232. Education for Students with Severe Dis- JOHANSEN, Merry: See SALEND, Spencer
ALLRED, Keith W.: See GIBB, Gordon S., abilities, 133-142, 165. J: 3-H.
243-249, 256. DRECKTRAH, Mary Ellen; CHIANG, JORDAN, Anne; LINDSAY, Linda;
ALLSOPP, David H.: Using Classwide Peer Berttram: Instructional Strategies Used by STANOVICH, Paula J.: Classroom
Tutoring to Teach Beginning Algebra General Educators and Teachers of Stu- Teachers’ Instructional Interactions with
Problem-Solving Skills in Heterogeneous dents with Learning Disabilities, 174-181. Students Who Are Exceptional, At Risk,
Classrooms, 367-379. DYCHES, Tina T.: See GIBB, Gordon S., and Typically Achieving, 82-93.
ALPER, Sandra: See ARNOLD-REID, Gae 243-249, 256.
KAUFFMAN, James M.: Caricature,
S., 166-173. EDGAR, Eugene: Perspective: School
Science, and Exceptionality, 130-132.
ANTIL, Lawrence R.: See VADASY, Patricia, Reform, Special Education, and Democ-
KREGEL, John: Supported Employment,
143-156. tracy, 323-325.
194-196.
ARNOLD-REID, Gae S.; SCHLOSS, EGAN, M. Winston: See GIBB, Gordon S.,
LANGONE, John: See BLACK, Rhonda S.,
Patrick J.; ALPER, Sandra: Teaching Meal 243-249, 256.
214-222, 232.
Planning to Youth with Mental Retarda- EICHINGER, Joanne: See DOWNING,
LEWIS, Rena B.: Changes in Technology
tion in Natural Settings, 166-173. June E., 133-142, 165.
Use in California's Special Education
BEFRING, Edvard: The Enrichment Per- ELLERY, Peter J; RABAK-WAGENER,
Programs, 233-242.
spective, 182-187. Judith; STACY, Richard D.: Special Edu-
LINDSAY, Linda: See JORDAN, Anne,
BENDER, William N.: See MATHES, cators Who Teach Health Education: Their
82-93.
Mickie Y., 121-128. Role and Perceived Ability, 105-112.
BISHOP, Kathryn D.: See THOUSAND, ELLIS, Edwin S.: Watering Up the Curric- LOVE; Laura L.; MALIAN; Ida M.: What
Jacqueline, 270-284. ulum for Adolescents with Learning Dis- Happens to Students Leaving Secondary
BLACK, Rhonda S.; LANGONE, John: abilities: Goals of the Knowledge Special Education Services in Arizona?
Implications for Educational Program
Social Awareness and Transition to Dimension, 326-346.
Employment for Adolescents with Mental FIELD, Sharon; HOFFMAN, Alan; Improvement and Transition Services,
Retardation, 214-222, 232. POSCH, Margaret: Self-Determination 261-269.
BOYLE, Joseph R.: A Review of Thomas M. During Adolescence: A Developmental MALIAN; Ida M.: See LOVE; Laura L.,
Shea and Anne M. Bauer's Introduction to Perspective, 285-293. 261-269.
Special Education—A Sccial Systems Per- FUCHS, Douglas: See MATHES, Patricia MASTROPIERI, Margo A.; SCRUGGS,
spective (2nd Ed.), 380-381. G., 20-27. Thomas E.; SHIAH, Rwey-Lin: Can
CARNINE, Douglas; JITTENDRA, Asha K.; FUCHS, Lynn S.: See MATHES, Patricia Computers Teach Problem-Solving Strat-
SILBERT, Jerry: A Descriptive Analysis of G., 20-27. egies to Students with Mild Mental
Mathematics Curricular Materials from a GIBB, Gordon S.; YOUNG, James R.; Retardation, 157-165.
Pedagogical Perspective, 66-81. ALLRED, Keith W.; DYCHES, Tina T.; MASTROPIERI, Margo A.; SCRUGGS,
CHALMERS, Lynne: See OLSON, Myrna EGAN, M. Winston; INGRAM, Cregg F.: Thomas E.: Best Practices in Promoting
R., 28-35. A Team-Based Junior High Inclusion Reading Comprehension in Students with
CHASE, Ann S.: See SALEND, Spencer J., Program: Parent Perceptions and Feed- Learning Disabilities 1976 to 1996,
3-11. back, 243-249, 256. 197-213.
CHIANG, Berttram: See DRECKTRAH, GOLDBERG, Lee B.: Book Review: A MATHES, Mickie Y.; BENDER, William N.:
Mary Ellen, 174-181. Whole New Life: An Illness and a Healing, The Effects of Self-Monitoring on Chil-
CRONIN, Mary: See PATTON, James R., 188-189. dren with Attention-Deficit/Hyperactivity
294-306. HOFFMAN, Alan: See FIELD, Sharon, Disorder Who Are Receiving Pharmaco-
DANFORTH, Scot; RHODES, William C.: 285-XXX. logical Interventions, 121-128.
Deconstructing Disability: A Philosophy HOOVER, John H.: See OLSON, Myrna R., MATHES, Patricia G.; FUCHS, Douglas;
for Inclusion, 357-366. 28-35. FUCHS, Lynn S., 20-27.
REMEDIAL AND SPECIAL EDUCATION
382
Volume 18, Number 6, November/December 1997
Mn §8AN NNUAL INDO K
Remedial and Special Education
January-December 1997, Volume 18
ALLINDER, Rose M.; OATS, Robert G.: DEV, Poonam C.: Intrinsic Motivation and INGRAM, Cregg F.: See GIBB, Gordon S.,
Effects of Acceptability on Teachers Academic Achievement: What Does Their 243-249, 256.
Implementation of Curriculum-Based Relationship Imply for the Classroom JAIRRELS, Veda: See PATTON, James R.,
Measurement and Student Achievement in Teacher?, 12-19. i 294-306.
Mathematics Computation, 113-120. DORNEY, Judith A.: See SALEND, Spencer JENKINS, Joseph R.: See VADASY, Patricia,
ALLINGTON, Richard L; MCGILL- J., 3-11; 54-64. 143-156.
FRANZEN, Anne; SCHICK, Ruth: How DOWNING, June E.; EICHINGER, JITENDRA, Asha K.: See CARNINE,
Administrators Understand Learning Dif- Joanne; WILLIAMS, Lilly J.: Inclusive Douglas, 66-81.
ficulties: A Qualitative Analysis, 223-232. Education for Students with Severe Dis- JOHANSEN, Merry: See SALEND, Spencer
ALLRED, Keith W.: See GIBB, Gordon S., abilities, 133-142, 165. J: 3-H.
243-249, 256. DRECKTRAH, Mary Ellen; CHIANG, JORDAN, Anne; LINDSAY, Linda;
ALLSOPP, David H.: Using Classwide Peer Berttram: Instructional Strategies Used by STANOVICH, Paula J.: Classroom
Tutoring to Teach Beginning Algebra General Educators and Teachers of Stu- Teachers’ Instructional Interactions with
Problem-Solving Skills in Heterogeneous dents with Learning Disabilities, 174-181. Students Who Are Exceptional, At Risk,
Classrooms, 367-379. DYCHES, Tina T.: See GIBB, Gordon S., and Typically Achieving, 82-93.
ALPER, Sandra: See ARNOLD-REID, Gae 243-249, 256.
KAUFFMAN, James M.: Caricature,
S., 166-173. EDGAR, Eugene: Perspective: School
Science, and Exceptionality, 130-132.
ANTIL, Lawrence R.: See VADASY, Patricia, Reform, Special Education, and Democ-
KREGEL, John: Supported Employment,
143-156. tracy, 323-325.
194-196.
ARNOLD-REID, Gae S.; SCHLOSS, EGAN, M. Winston: See GIBB, Gordon S.,
LANGONE, John: See BLACK, Rhonda S.,
Patrick J.; ALPER, Sandra: Teaching Meal 243-249, 256.
214-222, 232.
Planning to Youth with Mental Retarda- EICHINGER, Joanne: See DOWNING,
LEWIS, Rena B.: Changes in Technology
tion in Natural Settings, 166-173. June E., 133-142, 165.
Use in California's Special Education
BEFRING, Edvard: The Enrichment Per- ELLERY, Peter J; RABAK-WAGENER,
Programs, 233-242.
spective, 182-187. Judith; STACY, Richard D.: Special Edu-
LINDSAY, Linda: See JORDAN, Anne,
BENDER, William N.: See MATHES, cators Who Teach Health Education: Their
82-93.
Mickie Y., 121-128. Role and Perceived Ability, 105-112.
BISHOP, Kathryn D.: See THOUSAND, ELLIS, Edwin S.: Watering Up the Curric- LOVE; Laura L.; MALIAN; Ida M.: What
Jacqueline, 270-284. ulum for Adolescents with Learning Dis- Happens to Students Leaving Secondary
BLACK, Rhonda S.; LANGONE, John: abilities: Goals of the Knowledge Special Education Services in Arizona?
Implications for Educational Program
Social Awareness and Transition to Dimension, 326-346.
Employment for Adolescents with Mental FIELD, Sharon; HOFFMAN, Alan; Improvement and Transition Services,
Retardation, 214-222, 232. POSCH, Margaret: Self-Determination 261-269.
BOYLE, Joseph R.: A Review of Thomas M. During Adolescence: A Developmental MALIAN; Ida M.: See LOVE; Laura L.,
Shea and Anne M. Bauer's Introduction to Perspective, 285-293. 261-269.
Special Education—A Sccial Systems Per- FUCHS, Douglas: See MATHES, Patricia MASTROPIERI, Margo A.; SCRUGGS,
spective (2nd Ed.), 380-381. G., 20-27. Thomas E.; SHIAH, Rwey-Lin: Can
CARNINE, Douglas; JITTENDRA, Asha K.; FUCHS, Lynn S.: See MATHES, Patricia Computers Teach Problem-Solving Strat-
SILBERT, Jerry: A Descriptive Analysis of G., 20-27. egies to Students with Mild Mental
Mathematics Curricular Materials from a GIBB, Gordon S.; YOUNG, James R.; Retardation, 157-165.
Pedagogical Perspective, 66-81. ALLRED, Keith W.; DYCHES, Tina T.; MASTROPIERI, Margo A.; SCRUGGS,
CHALMERS, Lynne: See OLSON, Myrna EGAN, M. Winston; INGRAM, Cregg F.: Thomas E.: Best Practices in Promoting
R., 28-35. A Team-Based Junior High Inclusion Reading Comprehension in Students with
CHASE, Ann S.: See SALEND, Spencer J., Program: Parent Perceptions and Feed- Learning Disabilities 1976 to 1996,
3-11. back, 243-249, 256. 197-213.
CHIANG, Berttram: See DRECKTRAH, GOLDBERG, Lee B.: Book Review: A MATHES, Mickie Y.; BENDER, William N.:
Mary Ellen, 174-181. Whole New Life: An Illness and a Healing, The Effects of Self-Monitoring on Chil-
CRONIN, Mary: See PATTON, James R., 188-189. dren with Attention-Deficit/Hyperactivity
294-306. HOFFMAN, Alan: See FIELD, Sharon, Disorder Who Are Receiving Pharmaco-
DANFORTH, Scot; RHODES, William C.: 285-XXX. logical Interventions, 121-128.
Deconstructing Disability: A Philosophy HOOVER, John H.: See OLSON, Myrna R., MATHES, Patricia G.; FUCHS, Douglas;
for Inclusion, 357-366. 28-35. FUCHS, Lynn S., 20-27.
REMEDIAL AND SPECIAL EDUCATION
382
Volume 18, Number 6, November/December 1997
MAZO, Maribel: See SALEND, Spencer J., RABAK-WAGENER, Judith: See ELLERY, SUMMEY, Heidi K.; STRAHAN, David B.:
54-64. Peter J., 105-112. An Exploratory Study of Mainstreamed
MCGILL-FRANZEN, Anne: See ALLING- RHODES, William C.: See DANFORTH, Seventh Graders’ Perceptions of an
TON, Richard L, 223-232. Scot, 357-366. Inclusive Approach to Instruction,
MONTAGUE, Marjorie: Student Percep- ROSENBERG, Richard L.: See THOU- 36-45.
tion, Mathematical Problem Solving, and SAND, Jacqueline, 270-284. THOUSAND, Jacqueline; ROSENBERG,
Learning Disabilities, 46-53. SALEND, Spencer J.; JOHANSEN, Richard L.; BISHOP, Kathryn D.; VILLA,
MOODY, Sally W.; VAUGHN, Sharon; Merry; MUMPER, Jean; CHASE, Ant S.: Richard A.: The Evolution of Secondary
SCHUMM,, Jeanne S.: Instructional PIKE, Kathryn M.; DORNEY, Judith A.: Inclusion, 270-284.
Grouping for Reading: Teacher's Views, Cooperative Teaching: The Voices of Two VADASY, Patricia F.; JENKINS, Joseph R.;
347-356. Teachers, 3-11. ANTIL, Lawrence R.; PHILLIPS, Norris
MORNINGSTAR, Mary E.: Critical Issues SALEND, Spencer J.; DORNEY, Judith A.; B.; POOL, Kathleen: The Research-to-
in Career Development and Employment MAZO, Maribel: The Roles of Bilingual Practice Ball Game, 143-156.
Preparation for Adolescents with Dis- Special Educators in Creating Inclusive VAUGHN, Sharon: See MOODY, Sally W.,
abilities, 307-320. Classrooms, 54-64. 347-356.
MUMPER, Jean: See SALEND, Spencer J.,
SCHICK, Ruth: See ALLINGTON, Richard VILLA, Richard A.: See THOUSAND,
3-11.
L, 223-232. Jacqueline, 270-284.
OATS, Robert G.: See ALLINDER, Rose
SCHLOSS, Patrick J.: See ARNOLD-REID, WEBBER, Jo: Comprehending Youth
M., 113-120.
Gae S., 166-173. Violence: A Practicable Perspective,
OLSON, Myrna R.; CHALMERS, Lynne;
SCHUMM, Jeanne S.: See MOODY, Sally 94-104.
HOOVER, John H.: Attitudes and Attri-
W., 347-356. WILLIAMS, LillyJ. :S ee DOWNING, June
butes of General Education Teachers
SCRUGGS, Thomas E.: See MASTRO- E., 133-142, 165.
Identified as Effective Inclusionists, 28-35.
PATTON, James R.; CRONIN, Mary; PIERI, Margo A., 157-165, 197-213. YOUNG, James R.: See GIBB, Gordon S.,
SHIAH, Rwey-Lin: See MASTROPIERI, 243-249, 256.
JAIRRELS, Veda: Curricular Implications
of Transition: Life Skills Instruction as an Margo A., 157-165. YORK-BARR, Jennifer: Book Review:
Integral Part of Transition Education, SILBERT, Jerry: See CARNINE, Douglas, Cooperative Teaching: Rebuilding
294-306. 66-81. the Schoolhouse for All Students,
PHILLIPS, Norris B.: See VADASY, SMITH, Tom E. C.: Introduction to the 250-251.
Patricia, 143-156. Topical Issue, 258-260. YORK-BARR, Jennifer: Book Review:
PIKE, Kathryn M.: See SALEND, Spencer J., STACY, Richard D.: See ELLERY, Peter J., Inclusive and Heterogeneous Schooling:
3-11. 105-112. Assessment, Curriculum, and Instruction,
POOL, Kathleen: See VADASY, Patricia, STANOVICH, Paula J.: See JORDAN, 251-253.
143-156. Anne, 82-93. YORK-BARR, Jennifer: Book Review:
POSCH, Margaret: See FIELD, Sharon, STRAHAN, David B.: See SUMMEY, Heidi Building Community in Schools,
285-293. K., 36-45. 253-256.
REMEDIAL AND SPECIAL EDUCATION 383
Volume 18, Number 6, November/December 1997