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Publications Prior to 2006 & Products Prior to 2000

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  • Atkins, T., Bullis, M., & Todis, B. (2005). Converging and diverging service delivery systems in alternative education programs for disabled and non-disabled youth involved in the juvenile justice system. Journal of Correctional Education, 56(3), 253-285.
  • Ayres, R., & Schalock, M. (2004). Third Party Evaluation of the Talk About Trees Forest Education Program: Impact Evaluation Report. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Ayres, R., & Cuthbertson, L. (2002). Evaluation of the effectiveness of the 21st century community schoolhouse: Year 2 evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Ayres, R., & Schalock, M. (2001). Research Brief 3: Diversity in the elementary classroom. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Ayres, R., Schalock, M., & Rudd, A. (2002). Research Brief 11: The attitudes and beliefs of beginning teachers. Teacher Effectiveness Project, Phase II: Research Brief 3: Diversity in the elementary classroom. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Ayres, R., & Engle, R. (2002). Teacher work sample methodology in middle level/high school preparation: A case study. In G. R. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 375-385). New York: AACTE Publications.
  • Ayres, R., & Kosko, K. (1999). Report writing. In M. Bullis & C. Davis (Eds.), Functional assessment for adolescents and adults with learning disorders, 67-77. Austin, TX: Pro-Ed.
  • Barnard, S. (2004). Training: Effective educational practices for students who are deaf-blind. Salem, OR: The Oregon Deaf-Blind Project.
  • Barnard, S. (2003). Oregon deafblind project intervener training program. Deaf-Blind Perspectives, 10(3), 1.
  • Beck, L., Bain, R., Brown, J., Morvant, M., & Glang, A. (2000). The TBI Act: Meeting the information needs of Oregonians with brain injury. The TBI Challenge, 4(5), 16-17.
  • Beck, L., Leslie, G., & Malloy, P. (2001). Disability-related special libraries. Information and Referral. The Journal of the Alliance of Information and Referral Systems, 23, 143-160.
  • Blasco, P.M. (1998). Teams and Collaboration. In D.K. Lowman, & S. McKeever Murphy (Eds.).The educator's guide to feeding children with disabilities (pp. 13-31). Baltimore, MD: Paul H. Brookes.
  • Blasco, P.M. (1995). Understanding the emotional and behavioral development of young children: Birth to three. In T.J. Zirpoli (Ed.), Understanding and affecting the behavior of young children. Englewood Cliffs, NJ: Prentice-Hall.
  • Blasco, P.M. (1995). Working with Families. In T.J. Zirpoli (Ed.), Understanding and affecting the behavior of young children. Englewood Cliffs, NJ: Prentice-Hall.
  • Blumberg, E. R., Ferguson, P. M., & Ferguson, D. L. (2000). Slidin’ into home: Supporting self-determination through personal support agent service brokerage strategies. Journal of Vocational Rehabilitation, 15, 111-119.
  • Brodsky, M. (2001). Structuring programs to accommodate teacher work sample methodology. In G. Girod (Ed.), Connecting teaching and learning (pp. 331-346). Washington, DC: American Association of Colleges of Teacher Education.
  • Bullis, M., Bull, B., Johnson, P., & Davis, C. (1998). Test of community-based social skills for adolescents and young adults with emotional and behavioral disorders: Female and male versions. Santa Barbara, CA: James Stanfield Co.
  • Cuthbertson, L., & Schalock, M. (2002). Mentoring and other forms of assistance. Findings from a small sample longitudinal study of teacher program effects, Brief 4. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Cuthbertson, L., & Schalock, M. (2002). Patterns of development in 1st, 2nd, and 3rd year teachers. Findings from a small sample longitudinal study of teacher program effects, Brief 14. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Cuthbertson, L., & Hansen, J. (2003). 2 site studies: Evaluation of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Cuthbertson, L. (2005). Third Party Evaluation of Roseburg High School's Smaller Learning Communities: Year 1. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Davies, P. (2003). Supporting families: Training family support specialists. Deaf-Blind Perspectives, 11(1), 1-4.
  • Davies, P., McNulty, K., & Bixler, B. (2003). Improving systems: An NTAC initiative.Deaf-Blind Perspectives, 10(3), 8-10.
  • Davis, C., Reiman, J., & Yovanoff, P. (2005). Computer adaptive testing version of the Transition Competence Battery for Deaf Adolescents and Young Adults. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Deardorff, P., Udell, T., Norris, D., Glasenapp, G., Piazza Templeman, T., & Kenyon, D. (2004). Intervention strategies for positive behavior support planning. Monmouth, OR: Western Oregon University, Teaching Research Institute.
  • Derowitsch, M., Kelley, P., Kosko, K., & Villegas-Gutierrez, M. (2005). Special education assessment process for culturally and linguistically diverse students, Revised Ed. Salem, OR: Oregon Department of Education.
  • Derowitsch, M., & Kelley, P. (2001). Special education assessment process for culturally and linguistically diverse students. Salem, OR: Oregon Department of Education.
  • Ehlhardt, L. (2005). TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions. Brain Injury, 19(8), 569-584.
  • Ehlhardt, L., Sohlberg, M.M., Glang, A., & Albin, R. (2005). TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions. Brain Injury, 19(8), 569-583.
  • Elhardt, L., Sohlberg, M. M., Glang, A., & Albin, R. (2005). TEACH-M: Evaluation of an instructional sequence for persons with impaired memory and executive functions. Brain Injury.
  • Ehlhardt, L., Sublette, P., & Glang, A. (accepted for publication). Effective Instruction: Optimizing outcomes following ABI. Brain Injury Professional.
  • Fagan, P., & Taylor, E. (2002). The reflective self: Becoming a special educator In J. L. Paul, et al (Eds), Rethinking professional issues in special education (pp. 179-192). Westport, CT: Greenwood Press.
  • Falco, R., Blasco, P.M., Munson, L.J., Gliebe, W., & Norgart, D. (2002). Families and professionals collaborating together to promote self-determination for young children. In J.M.G. King, J. Cook, M.D. Pullman, & J. Simpson (Eds.), Building on Family Strengths: Research and services in support of children and their families. 2001 Conference proceedings (pp. 57-60). Portland, OR: Portland State University, Research and Training Center on Family Support and Children's Mental Health.
  • Ferguson, D.L. & Galindo, R. (2008). Improving family/school linkages through inquiry and action: Reports from sixteen schools in two states. The New Hampshire Journal of Education, XI, 66 - 75.
  • Ferguson, D.L., Ralph, G., Meyer, G., Lester, J., Droege, C., Guojonsdottir, H., Sampson, N. and Williams, J. (2009). Designing personalized learning for every student. Simplified Chinese translation. Shanghai, China: East China Normal University Press.
  • Ferguson, D. L. (2006). Troubling trends in inclusive education (to be translated), Kognition og Pædagogik nr. 60 november december 16. årgang.
  • Ferguson, D.L. (2008). International trends in inclusive education: The continuing challenge to teach each and every one. International Journal of Special Needs Education, 23 (2), 109 - 120.
  • Ferguson, D.L. (2009). Honoring and celebrating diversity in educational research. Special Issue. Educare, 4 9-18.
  • Ferguson, P. M., & Ferguson, D. L. (2006). The promise of adulthood. In M. Snell & F. Brown (Eds.) Instruction of students with severe disabilities, 6th Edition. Columbus, OH: Charles Merrill.
  • Ferguson, P. M., & Ferguson, D. L. (2007). Finding the "proper attitude": The potential of disability studies to reframe family/school linkage. In S. Danforth & S. Gabel (Eds.) Vital Questions Facing Disability Studies in Education (pp. 217-235). New York: Peter Lang.
  • Ferguson, D. L. (2000). Are we thinking big enough yet? Invited commentary. Journal of the Association for Persons with Severe Disabilities, 25 (2), 117-118.
  • Ferguson, P. M., & Ferguson, D. L. (2001). Winks, blinks, squints and twitches: Looking at disability and culture through our son’s left eye. Scandinavian Journal on Disability Research, 3(2), 71-90.
  • Ferguson, P. M. & Ferguson, D. L. (2000). Qualitative research in special education: Notes toward an open inquiry instead of a new orthodoxy? Journal of the Association for Person with Severe Handicaps, 25(3), 180-185.
  • Ferguson, D. L., Kozleski, E. B., & Smith, A. (2003). Transforming general and special education in urban schools. In F. Obiakor, C. Utley, & A. Rotatori (Eds.), Advances in special education: Vol. 15. Effective education for learners with exceptionalities (pp.43-74). London, UK: Elsevier Science Ltd.
  • Ferguson, D. L., Ralph, G., Lester, J., Droege, C., Gudjolnsdottir, H., Meyer, G., Williams, J., & Sampson, N.K. (2001). Designing personalized learning for every student. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Ferguson, D. L., Ralph, G., & Sampson, N. K. (2002). From "special" educators to educators: The case for mixed ability groups of teachers in restructured schools. In W. Sailor (Ed.), Whole school success and inclusive education: Building partnerships for learning, achievement, and accountability (pp.142-162). New York: Teachers College Press.
  • Freitas, D., Skarbek, D., Taylor, E., & Rosselli, H. (2005). Unleashing the dispositional imperative: Legal and policy implications. In R.L. Smith, D. Skarbek, & J. Hurst (Eds.), The passion of teaching: Dispositions in the schools (pp. 169-177). Lanham, MD: Scarecrow Education.
  • Gense, D. J. (1983). A Model Motorically Based Body Image Training Program for Pre-Operational Deafblind Students. Greeley, CO: University of Northern Colorado.
  • Gense, D.J, and Gense, M.H. (1993). Identifying and Working with Students with Autism and Blindness/Visual Impairment. Videotape publication. Salem, OR: Oregon Department of Education.
  • Gense, D.J, and Gense, M.H. (1995). Bus Travel for Students with Deafblindness. In HAND IN HAND, Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind. AFB Press, New York, NY.
  • Gense, D.J, and Gense, M.H. (1995, Winter). Identifying Autism in Students with Blindness and Visual Impairment. RE:view.
  • Gense, D.J, and Gense, M.H.(1999). Orientation and Mobility for Students Who Are Deafblind. In DB-LINK Fact Sheet, Teaching Research, Western Oregon University.
  • Gense, D.J, and Gense, M.H. (1999). Using Assistive Technology for Learners Who are Blind or Visually Impaired, in Increasing Literacy Levels: Final Report. Mississippi State University Rebabilitation Research and Training Center on Blindness and Low Vision.
  • Gense, D.J, & Gense, M.H. (2005). Autism Spectrum Disorders and Visual Impairment: Meeting Student’s Learning Needs. AFB Press, New York, NY.
  • Gense, D. J. (1983). A Model Motorically Based Body Image Training Program for Pre-Operational Deafblind Students. Greeley, CO: University of Northern Colorado.
  • Girod, G., & Schalock, M. (2002). Does TWSM work? In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 344-358). Washington, DC: American Association of Colleges of Teacher Education.
  • Girod, G., & Ayres, R. (2002). Teaching the necessary assessment concepts and skills for a teacher work sample. In G. R. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 215-262). New York: AACTE Publications.
  • Glang, A., Noell, J., Ary, D., & Swartz, L. (2005). Using interactive Multimedia to Teach Pedestrian Safety: An exploratory study. American Journal of Health Behavior, 29(5), 435-442.
  • Glang, A., Robinson, L., & Todis, B. (1999). Collaboration between parents and educators: Partners or adversaries?. Brain Injury Source, 3(3), 10-13.
  • Glang, A., Sohlberg, M., & Todis, B. (1999). Compensatory systems: For students with brain injuries. Wake Forest, NC: L & A Publishing/Training.
  • Glang, A., Tyler, J., Pearson, S., Todis, B., & Morvant, M. (2004). Improving educational services for students with TBI through statewide resource teams. NeuroRehabilitation, 19(3), 219-31.
  • Hansen, J., Cuthbertson, L., Ayres, R., & Schalock, M. (2003). Year 1 evaluation of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Hansen, J., Cuthbertson, L., Schalock, M., & Ayres, R. (2003). Evaluation of the first year of the Ford Family Foundation’s National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Hansen, J., & Cuthbertson, L. (2004). Year 2 evaluation of the Ford Family Foundation's National Board Certification project in rural Oregon and Northern California communities. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Hembree, R.M. (1999). Technology: Increasing access for all. Journal of the Alliance of Information and Referral Systems, 21, 1-18.
  • Hood, D., Glang, A., & Lash, M. (2002). Family Advocacy Skills Training. (Grant No:1 MCJ-41TB23-01-0). Washington, DC: Maternal and Child Health Bureau.
  • Hood, D., Todis, B., & Beck, L. (2004). Twelve months to Triple-A service: Community collaboration to make services available, accessible, and appropriate for people with brain injury. Washington, DC: Health Resources and Services Administration, Maternal and Child Health Bureau.
  • Hood, D., Todis, B., & Glang, A. (2005). Life After High School. McLean, VA: Brain Injury Association of America.
  • Hood, D., Todis, B., & Glang, A. (2005). Preparing for Life After High School: The Next Steps. McLean, VA: Brain Injury Association of America.
  • Hood, D., Todis, B., & Stevens, T. (2005). Twelve Months to Triple-A Service: Community Collaboration to Make Services Available, Accessible, and Appropriate for People with Brain Injury. (Grant No: 1 H82Mc02491-01-00). Washington, DC: Maternal and Child Health Bureau
  • Isaacson, A., & Ayres, R. (1999). Clinical assessment. In M. Bullis & C. Davis (Eds), Functional assessment for adolescents and adults with learning disorders (pp. 37-45). Austin, TX: Pro-Ed.
  • Johnson, B., Fewx, A., & Johnson, P. (2003). MultiYear database CD-ROM. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Johnson, P. (1999). Western Community Policing Center, 1997-98 Evaluation, Final Report. Monmouth, OR: Western Oregon University, Western Community Policing Center.
  • Johnson, P., Brame, S., & Johnson, B. (1999). Getting results from COPS Team Training. Community Policing Exchange, 2(29), 8. Available from: http://www.communitypolicing.org/publications/exchange/a_n-d99.htm
  • Johnson, P., Fewx, A., Johnson, B., & Brame, S. (2001). Country crime initiative CIRCLE project - Comprehensive Indian resources for communities and law enforcement, Final Report. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Kelley, P. (1999). Case studies. In M. Bullis & C. Davis (Eds.), Functional assessment in transition and rehabilitation for adolescents and adults with learning disabilities (pp. 79-88). Austin, TX: Pro-Ed.
  • Killoran, J. (1999). The 1997 amendments to the Individuals with Disabilities Education Act: Changes to parent participation, evaluations and reevaluations, and the IEP process. Deaf-Blind Perspectives, 6(2), 3-7.
  • Killoran, J., Templeman, T., Peters, J., & Udell, T. (2001). Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 34(1), 68-73.
  • Killoran, J., Piazza Templeman, T., Peters, J., & Udell, T. (2000). Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 32(5), 68-73.
  • Killoran, J. (2004). Recommendations on the training of interveners for students who are deafblind. Logan, UT: Utah State University, SKI HI Institute.
  • Klumph, R. (1994, Spring). Cruising the information highway. Deaf-Blind Perspectives, 1(3), 3. Available from: http://www.tr.wou.edu/tr/dbp/pdf/may94.pdf
  • Kosko, K., & Kelley, P. (1999). Referral and intake. In M. Bullis & C. Davis (Eds.), Functional assessment in transition and rehabilitation for adolescents and adults with learning disabilities (pp. 9-35). Austin, TX: Pro-Ed.
  • Leonard, A., Reiman, J., & Duren, D. (2003). Considerations for mediating with people who are culturally deaf (Briefing Paper). Eugene, OR: , National Center on Dispute Resolution in Special Education (CADRE). Available from: http://www.directionservice.org/cadre/deafpaper.cfm
  • Leslie, G., & Malloy, P. (2001, Summer). Clearinghouse, special library make DB-LINK vital, unique. Counterpoint, 1, 12.
  • Leslie, G. (2003). DB-LINK. Exceptional Parent, 3(5), 78-83.
  • Leslie, G., Reiman, J., & Mar, H. (2001). Research to real life: Innovations in deaf-blindness. Monmouth, OR: Western Oregon University, Teaching Research Division DB LINK.
  • Malloy, P. (2010). Making online technical assistance connections: The Kansas distance mentorship project. Deaf-Blind Perspectives, 17(2), 6-9.
  • Malloy, P. (2004, Fall). Trends in deaf-blind education. Counterpoint, 5-7.
  • Marvin, R., & Deardorff, P. (1999, Fall). Volunteers in the early childhood classroom. Teaching Research Early Childhood Newsletter.
  • Marvin, R., & Hakoda, Susan (1997). Nurturing Language Development. Teaching Research Early Childhood Newsletter.
  • McConney, A., Schalock, M., & Schalock, H. (1998). Focusing Improvement and Quality Assurance: Teacher Work Samples as Authentic Performance Measures of Prospective Teacher’s Effectiveness. Journal of Personnel Evaluation in Education, 11, 343-363.
  • McConney, A., Schalock, M., & Schalock, H. (1997). Indicators of student learning in teacher evaluation., In J. Strong (Ed.), Evaluating Teaching: A Guide to Current Thinking and Best Practice. (pp. 162-192). Newbury Park, CA: Corwin
  • McConney, A., Ayres, R., Todd-Goodson, D., & Cuthbertson, L. (1999). Oregon Structure of Intellect™ (SOI) model schools pilot program: Year 2 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  • McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2003). Oregon Structure of Intellect™ (SOI) model schools pilot program: Year 3 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group. (ERIC Document Reproduction Service No.ED446123).
  • McConney, A., & Ayres, R. (2001). Evaluation of the effectiveness of the 21st century community schoolhouse: Year 1 evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  • McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2000). Oregon Structure of Intellect™ (SOI) model schools pilot program: Year 3 third party evaluation report. Monmouth, OR: Western Oregon University, Teaching Research Division, Evaluation and Research Group.
  • McConney, A., Ayres, R., Cuthbertson, L., & Todd-Goodson, D. (2001). Third party evaluation of the effectiveness of the Structure of Intellect™ model schools pilot program (Years 1-4). Monmouth, OR: Western Oregon University, Teaching Research Division.
  • McConney, A., Ayres, R., Hansen, J., & Cuthbertson, L. (2001). Findings on human resources. In Westat (Eds.), Report on the final evaluation of the city-state partnership (pp. 167-225). Rockville, MD: Westat.
  • McConney, A., Rudd, A., & Ayres, R. (2002). Getting to the bottom line: A method for synthesizing findings within mixed-method program evaluations. American Journal of Evaluation, 23(2), 121-140.
  • McNulty, K., Stremel, K., Bixler, B., Layton, K., & Morgan, S. (2002). Communication fact sheets for parents. Monmouth, OR: Western Oregon University, Teaching Research Division, National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC).
  • Melamed, J., & Reiman, J. (2000). Collaboration and conflict resolution in education. High School Magazine, 7(7), 16-21.
  • Morihara, B. (2001). Practice and pedagogy in university web teaching. Teaching in the Community Colleges 2001 Conference.
  • Naraian, S., Ferguson, D.L. & Thomas, N. (in press). Transforming for inclusive practice: Professional development to support the inclusion for students labeled emotionally disturbed. International Journal of Inclusive Education.
  • Paul, J., Lavely, L., Cranston-Gingras, A., & Taylor, E. (2002). Rethinking professional issues in special education. Westport, CT: Greenwood Press.
  • Reiman, J. (2000). Parenting after marriages end. Monmouth, OR: Western Oregon University, Teaching Research Division. Available from: http://www.mediate.com/articles/marig.cfin
  • Reiman, J., & Bullis, M. (1998). Transition Competence Battery (TCB) for deaf adolescents and young adults. Santa Monica, CA: James Stanfield Co.
  • Reiman, J., & Bullis, M. (1999). The Mini Transition Competence Battery (Mini TCB) for deaf adolescents and young adults. Santa Monica, CA: James Stanfield Co.
  • Ryan, S. & Ferguson, D.L. (2006). On, yet under, the radar: Students with fetal alcohol syndrome disorder. Exceptional Children, 72(3), 363-379.
  • Ryan, S., & Ferguson, D. L. (2007). The person behind the face of Fetal Alcohol Spectrum Disorder: Student experiences and family and professionals' perspectives on FASD. Rural Special Education Quarterly.
  • Rudd, A., Stoll, S., & Beller, J. (1999). Measuring moral and social character among a group of Division 1A college , non-athletes and ROTC military cadets. Research Quarterly for Exercise and Sport, 70(Suppl. 1), 127.
  • Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 9: A contextual variable influencing classroom performance: Mentoring effects. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 7: Preliminary Findings around a hypothesis: Linking dimensions of preparation to classroom performance. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, H., Hansen, J., McConney, A., & Schalock, M. (2001). Research Brief 5: Classroom observation data: Instrumentation, procedures, quality and trustworthiness. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, H., Schalock, M., & Hansen, J. (2001). Research Brief 8: Antecedents of teacher preparation program effects: Institutional traces on classroom performance. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, H., Schalock, M., & Myton, D. (1998). Effectiveness-Along with Quality - Should be the Focus. Phi Delta Kappan, 79(6), 466-470.
  • Schalock, M., & Ayres, R. (2005). Final Report 2005 Third Party Evaluation of the Oregon Forest Education Program. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M. (1998). Accountability, student learning, and the preparation and licensure of teachers: Oregon’s teacher work sample methodology. Journal of Personnel Evaluation in Education, 12(3), 269-286.
  • Schalock, M. (2002). Research Brief 12: Self-assessment of competence on continuing licensure proficiencies and the evidence used in making these ratings. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., Ayres, R., & McConney, A. (2002). Research Brief 13: Beginning teacher beliefs on accountability for student learning. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., & Cuthbertson, L. (2001). Research Brief 1: The TEP-2 research project: Purpose, design, and participants. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., & Cuthbertson, L. (2001). Research Brief 2: Teaching assignments and conditions of work. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., Johnson, P., Fewx, A., & Johnson, B. (2001). Final report on a pilot study for the development of a longitudinal curriculum based assessment database. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., & Schalock, H. (2002). Research Brief 10: The prevalence of specific standards-based teaching practices observed in the classrooms of first and second year teachers. Teacher Effectiveness Project, Phase II: The Longitudinal Effects of Teacher Preparation on the Practice and Beliefs of New Teachers and the Learning of Their Students. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., & Cuthbertson, L. (2002). Assignments and conditions of work. Findings from a small sample longitudinal study of teacher program effects, Brief 2. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M., & Cuthbertson, L. (2002). The TEP-2 research project: Purpose, design, participants. Findings from a small sample longitudinal study of teacher program effects, Brief 1. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M. (1999). Student opportunities for learning: Conditions for success. Monmouth, OR: Western Oregon University, Teaching Research Division.
  • Schalock, M. (1999). OSLIS brings information literacy resources to elementary schools. Interchange, 5(1), 2-4.
  • Schalock, M. (2002). Collaboration to promote information literacy: A brief summary of OSLIS 2000-2001 evaluation results. Interchange, 30(1), 10-15.
  • Schalock, M. (2002). Assessing teacher work samples. In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 65-89). Washington, DC: American Association of Colleges of Teacher Education.
  • Silva, L., & Cignolini, A. (2005). A medical qigong methodology for early intervention in autism spectrum disorder: A case series. American Journal of Chinese Medicine, 33(2), 315-327.
  • Sohlberg, M., Todis, B., Fickas, S., Hung, P-F., & Lemoncello, R. (2005). A profile of community navigation in adults with chronic cognitive. Brain Injury, 19(14), 1249-1259.
  • Sohlberg, M., Fickas, S., Ehlhardt, L., & Todis, B. (2005). The longitudinal effects of accessible email for individuals with severe cognitive impairments. Aphasiology, 19(7), 651-681.
  • Sohlberg, M., Ehlhardt, L., & Todis, B. (2002). CORE: Comprehensive overview of requisite e-mail skills, Technical Report. Eugene, OR: University of Oregon, Department of Computer and Information Science.
  • Sohlberg, M., Todis, B., Glang, A., & Lash, M. (1999). Brain injury: Causes and consequences for students. Wake Forest, NC: L & A Publishing/Training.
  • Sohlberg, M., Ehlhardt, L., Fickas, S., & Sutcliffe, A. (2003). A pilot study exploring electronic mail in users with cognitive-linguistic impairments. Brain Injury, 17(7), 609-629.
  • Sohlberg, M., Todis, B., & Glang, A. (1999). SCEMA: A team-based approach to serving secondary students with executive dysfunction following brain injury. Aphasiology, 12(12), 1047-1092.
  • Sohlberg, M., Todis, B., & Glang, A. (1999). Changes in self awareness: Among students with brain injuries. Wake Forest, NC: L & A Publishing/Training.
  • Sohlberg, M., McLaughlin, K., Todis, B., Larsen, J., & Glang, A. (2001). What does it take to collaborate with families affected by brain injury? A preliminary model. Journal of Head Trauma Rehabilitation, 16(5), 498-509.
  • Stremel, K. (2000). Communication module I-III: What to teach. Monmouth, OR: Western Oregon University, Teaching Research Division.
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