Conference Presentations by Tammy V. Abernathy
Mixed methods research has gained acceptance as an educational research methodology. But has the ... more Mixed methods research has gained acceptance as an educational research methodology. But has the specific field of special education accepted it as a valued form of research?
Papers by Tammy V. Abernathy
In response pressures on teacher education programs to demonstrate accountability, the concept of... more In response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construct has been a reliable indicator of the relevance and effectiveness of teacher education programs (Stűrmer, Köning, & Seidel, 2014), it has also received criticism for its lack of ecological validity because of its reliance on scripted video recordings. The purpose of this study is to introduce a research method appropriate for use among teacher educators which complements and situates the concept of TPV among PSTs within their own practice. In lieu of scripted classroom videos, entrance and exit essays were collected in 2016 and 2018 from 46 preservice teachers. Data analysis included a measurement of changes in TPV and a linguistic analysis of the responses. Findings revealed significant changes in the way that PSTs constructed the relationship between their teacher education program and practicum. There was a significant increase from entrance in the program to exit in the occurrence of responses in which preservice teachers positioned themselves as thinkers who are always assessing their confidence in the relationship between teacher education coursework and practicum with PSTs who relied on additive relationship to describe the relationship. Also, at entrance into the program, preservice teachers held high levels of confidence in their abilities to readily function as agents of change. This dropped significantly as responses became complicated by the regulations and realities of classroom instruction. Identifying how preservice teachers grow and change professionally in response to the influences of coursework and teaching experience remains a key question that all accredited teacher education programs must answer. While the outcomes of a teacher education programs are evaluated through formative and summative means (Gotwals & Birmingham, 2016; König, Lammerding, Nolde, Rohde, Straub, Tachtsoglou, 2016), calls have been made for assessment practices that extend beyond the traditional forms of assessment (Stűrmer, et al, 2016) and provide practicum to integrate theory and practice for the teacher candidates (Stűrmer, Seidel, & Holzberger, 2016; Todorova, Sunder, Steffensky, & Möller, 2017), The concept of teacher professional vision (TPV) is an emerging body of research which extends traditional assessment in teacher education. The term was originally coined by Goodwin (1994) and referred to a way of interpreting social events in a manner related to a specific group of people. Sherin (2001) later used TPV to measure the ability of teachers to observe and interpret what is happening in the classroom as teachers are socialized into a particular discipline. Finally,
Journal of education for students placed at risk, Dec 14, 2020
Abstract Abundant empirical research points to a significant number of students not going to scho... more Abstract Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student absenteeism as part of accountability efforts to ensure quality school instruction. But what has been missing from research and policy discourse is what absenteeism means in the context of students with disabilities. This study examined 49,629 cases comprised of 3rd–8th grade students with and without Individual Education Programs (IEPs) under the category of specific learning disabilities (SLDs). This study used logistic regression modeling to examine the interaction between IEP-SLD status and different levels of absenteeism on academic achievement as measured by passing or not passing criterion reference tests. Results support prior research that absenteeism negatively relates to achievement. Results however yielded inconclusive patterns on the interaction between IEP-SLD and absenteeism. Interaction results cannot generate inferences to a clear relationship, but yield cautionary lessons to inform related research that seeks to determine the relationship given institutional constraints, methodological aspirations, and legal mandate.
A teacher of a graduate course in severe learning disabilities developed a guided self-study proj... more A teacher of a graduate course in severe learning disabilities developed a guided self-study project designed to move her students from a vocabulary-laden understanding of disability to an understanding of their students' unique and complex ways of learning. Self-study activities included learning about one's own learning style and how that affected one's teaching style; reflecting on early learning experiences; exploring motivation problems by watching a movie that was distasteful; attempting to learn something that the participant had previously failed to learn; learning that although masks may be good coping mechanisms, they inhibit learning; becoming aware of the pervasiveness of self-deprecating statements as a coping mechanism among students with disabilities; and learning a new skill with no outside instruction from a person. These activities re-sensitized the graduate students, all of whom were teachers, to what it feels like to struggle to learn and achieve, and helped them realize there is no substitute for good teaching. One graduate student adapted some of the self-study activities for use with her eighth-grade students with learning disabilities. These students learned that it was their right and responsibility to let teachers know what accommodations they need to be successful. Some of them also realized that they had a responsibility to listen intently, ask for clarification, and develop strategies for storing and retrieving information. This should help teachers see their special education students as learners and not just "problem kids." (TD)
Residential Treatment for Children & Youth, Oct 2, 2017
ABSTRACT This study examined the transition from most-to-least possible restrictive environments ... more ABSTRACT This study examined the transition from most-to-least possible restrictive environments for youth with emotional and behavioral disorders. Components of positive transition experiences were identified from the literature as planning for transition at intake in such a way as to promote continuity of care, family involvement, academic and employment success, and assistance in navigating the adult mental health system and services. In this phenomenological study, transition service providers were interviewed to explore the transition practices currently utilized, and results were compared to recommended practices in the literature. Transition professionals were able to identify consistency, gradual change, individualization, communication between providers, opportunities for community experiences, and youth involvement in the transition as necessary to successful transition.
Issues in Teacher Education, Apr 1, 2007
It is critical that families be included as partners in all aspects of the educational process in... more It is critical that families be included as partners in all aspects of the educational process inasmuch as parents and families provide the primary learning environment for children of all ages (
Teacher Education and Special Education, May 1, 2009
Teacher education programs typically provide pre-service teachers preparation in assessment and i... more Teacher education programs typically provide pre-service teachers preparation in assessment and identification procedures used to identify students with learning disabilities. What may be missing from teacher preparation is the development of communication skills to thoughtfully and professionally teach children about their disabilities. This mix-method survey examines teachers' perceptions regarding students' knowledge and understanding of their learning disability; what teachers tell students about their identified learning disability; what specific activities, lessons, discussions teachers use to help students understand their disability; and how the disability affects the students' academic, social, and emotional lives. Results of the study reveal that teachers often speak in jargon and euphemism to children with disabilities. They use deflecting behaviors to pass the responsibility onto parents and the students themselves. Although teachers are aware of self-determination activities, they fail to implement them appropriately. Finally, the mix-method nature of the survey allow for more accurate descriptive results.
Exceptional Children, Sep 1, 1991
A survey of 381 special and regular educators assessed perceptions and opinions surrounding the r... more A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.
Journal of Adolescent & Adult Literacy, 1998
Creative Education, 2016
Research has determined that behavioral intervention plans (BIP) based on functional behavioral a... more Research has determined that behavioral intervention plans (BIP) based on functional behavioral assessments (FBA) are the most effective interventions for problem behavior in K-12 classrooms. Special education teachers generally learn the FBA/BIP process in preservice behavior management courses. However, most general education teachers take more generic classroom management classes. General education teachers are not typically required to take courses focused on managing challenging behavior and often do not receive preservice or inservice training in behavioral supports. This article will review the use of the Behavior Intervention Flow Chart (BIFC), initially developed as a tool to be used to teach behavioral decision-making skills to preservice teachers in a university class.
Teacher Education Quarterly, 2001
Growing student populations and an aging teacher population suggest that securing a teaching posi... more Growing student populations and an aging teacher population suggest that securing a teaching position should be assured. Yet, applicants for those positions who are completing teacher preparation programs may find themselves unaware of what school districts actually desire in a teaching applicant. National, state, and university accreditation standards directly influencing teacher education programs may not impact on local school districts. Specifically, the goals and expectations of teacher education programs may not necessarily be congruent with those of local schools (Forsyth & Abernathy, 1998; Monson, Lignugaris/ Kraft, Byrnes, & Johnson, 1995). As a result of their focus on accreditation standards, teacher educators may notice discrepancies between the expectations of those who hire new teachers and the skills and experiences of those who seek teaching jobs. Forsyth & Abernathy (1998) found that applicants lacked knowledge about what district personnel directors considered important when they hire. This lack of knowledge highlights the differences between the
American Journal of Sexuality Education, Dec 29, 2017
Now we have, unbelievably, over 7,000 who have joined with us to build knowledge and understandin... more Now we have, unbelievably, over 7,000 who have joined with us to build knowledge and understanding of the ongoing problems. With this understanding, we have a much better perspective on actions that require our attention. I am hopeful that the findings of the survey will spur additional efforts to provide excellence in service to crime victims with disabilities and their families, and to build a circle of support that is nationwide. I thank Tom Coleman, who took on the enormous task of making the survey results available in a format that is easily accessible. His has been a huge job -one that he took on as part of his commitment to equal justice. I trust that our work will support readers in their work, as we all join together to improve services to individuals with disabilities.
College Teaching, Aug 1, 2001
Page 1. The Reliability of Students' Ratings of Faculty Teaching Effectiveness Kathryn M... more Page 1. The Reliability of Students' Ratings of Faculty Teaching Effectiveness Kathryn M. Obenchain, Tammy V. Abernathy, and Lynda R. Wiest P rocedures for measuring faculty teaching effectiveness vary by university; however ...
SAGE Publications Ltd eBooks, 2014
Teaching Exceptional Children, 2005
TREK Model The Teacher Reflection Evaluation Kit, or TREK to Student Independence, is a three-ste... more TREK Model The Teacher Reflection Evaluation Kit, or TREK to Student Independence, is a three-step set of activities we developed as an informative tool for teachers. TREK allows teachers to consider and evaluate their own teaching behavior and classroom practices as they relate to promoting student independence. The self-guided activities in TREK include the following three steps: • Responding to three open-ended orientation questions. • Completing three, 10-item surveys related to current teaching practices, scoring, and recording results on the TREK Path. • Responding to open-ended follow-up questions. Figure 1 shows how the activities of TREK relate to each other.
The Rural Special Education Quarterly, May 10, 2020
Rural school principals continue to have unique difficulty hiring and retaining fully licensed te... more Rural school principals continue to have unique difficulty hiring and retaining fully licensed teachers across the elementary, middle, and high school settings (Brenner et al., 2015; Espinoza et al., 2018; Showalter et al., 2017). A majority of states (48) and the District of Columbia experience the ongoing impact of the teacher shortage in the area of special education in both rural and urban areas (Sutcher et al., 2016). Teacher shortages in rural areas occur for a variety of reasons, such as lack of available qualified teacher candidates (Brief, 2018), a lack of understanding of rural communities, low compensation, tough working conditions, and the cost of training programs (Espinoza et al., 2018; Showalter et al., 2017; Sutcher et al., 2016). Because not all rural districts and schools will have the same barriers to hiring and retaining teachers (Espinoza et al., 2018), it is important to understand the preferences and perspectives of a variety of rural school principals. One way to understand the needs of principals is to foster partnerships between teacher preparation programs and building level principals (Espinoza et al., 2018) in rural areas who are responsible for hiring teachers. These partnerships may provide opportunities to distribute feedback surveys and engage in rich conversations or interviews necessary for preparation program faculty to truly understand the unique needs of a rural area. Therefore, to further understand the current hiring preferences in rural school settings, this study investigated the perspectives of current rural school principals regarding various factors that might affect the selection of potential teacher candidates. Gaining an awareness of the specific needs and preferences will provide teacher preparation programs with the knowledge to revise and adjust current preparation programs to ensure candidates are prepared for these unique locations. Although multiple programming options (e.g., online, traditional, hybrid) are currently available and accessible in some rural areas, the needs of those pursuing teacher licensure have expanded beyond the traditional undergraduate student. Thus, to meet the needs of both traditional and nontraditional teacher candidates, many colleges and universities have implemented programming options for those who wish to complete a teacher 912996R SQXXX10.1177/8756870520912996Rural Special Education QuarterlyDiamond et al.
Uploads
Conference Presentations by Tammy V. Abernathy
Papers by Tammy V. Abernathy