Displaying results 1 - 7 of 7 (Go to Advanced Search)
Project
Description: In this study, we wanted to explore the support networks of instructional coaches of beginning special education teachers and those of rural special education teachers, and how these networks relate to intent-to-stay in the field as a coach or special education teachers. We collected data across two waves.
Project
Description: Language processing accounts posit that spoken and written word predictability processes facilitate language comprehension, and prior research on contextual facilitation effects shows that individuals’ processing of a constrained word is faster and more accurate than that of an unconstrained word.
Dataset
Part of Project: Support networks for instructional coaches and special education teachers
Description: These data include demographic information on the participating coaches (n = 15) and their coaching context. These data are crosssectional and include specific ego-IDs that can be used to merge with Alter and Tie datasets.
Dataset
Part of Project: Support networks for instructional coaches and special education teachers
Description: These data contain perceived demographic data on named alters (by Ego) and perceived support provision. These data can be combined with Ego level data to make a nested set using key ID variables.
Dataset
Part of Project: Support networks for instructional coaches and special education teachers
Description: These data are ties between alters in the network. These data are needed to visualize the complete network using ego and alter data as well.
Dataset
Part of Project: Sentence Context Effects on Word Processing Among School-Aged Children in Honduras
Description: These data are for children grade 3-6. It includes variables relevant to the examination of sentence context effects such as constrained and unconstrained words for both a reading and a listening task.
Person
Description: I am an Assistant Professor in Special Education at Utah State University focusing on preventing reading failure. I am interested in how individual differences in children and teachers influence the effectiveness of reading intervention.
