Kelley Regan - Academia.edu (original) (raw)
Papers by Kelley Regan
Advances in educational technologies and instructional design book series, Jun 30, 2023
Learning Disabilities Research & Practice
Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers ... more Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention‐deficit hyperactivity disorder in using a technology‐based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long‐range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students’ writing progress with a genre‐specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre‐specific writing rubrics in practice to make data‐driven decisions about student writing.
Reading & Writing Quarterly, Sep 29, 2022
TEACHING Exceptional Children, 2021
The process of analyzing student data to determine an appropriate instructional decision is cruci... more The process of analyzing student data to determine an appropriate instructional decision is crucial for student academic growth. This article details how teachers can make data-driven decisions to carefully design writing instruction. Steps are presented for teachers to follow throughout the data driven decision-making process in order to meet students’ specific needs when they are writing an essay. A case study is provided throughout the article to illustrate how students and teachers may navigate through this process while using a technology-based graphic organizer.
Contemporary Issues in Technology and Teacher Education, 2019
Integrating unfamiliar technology in the classroom often requires ample technological resources a... more Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourthand fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes. Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed.
Handbook of Research on the Educator Continuum and Development of Teachers
The purpose of this chapter is to provide an in-depth description of an eCoaching program develop... more The purpose of this chapter is to provide an in-depth description of an eCoaching program developed to support nontraditional interns in their culminating internship experience. Leveraging the technology and adaptability of coaching, the program described in this chapter could also be used to support traditional interns and in-service teachers through induction. The program includes five steps that are focused on targeted goals, frequent feedback, and learning to mastery. The program culminates in a final conference that emphasizes the need for interns to develop a self-coaching mindset in order to be effective practitioners. eCoaching can be used as a stand-alone program or in combination with existing practices of a teacher preparation or induction program. Outcomes of the eCoaching program and adaptations will be shared.
Journal of Special Education Technology, 2022
While technology-based interventions enhance instruction and improve outcomes for students with d... more While technology-based interventions enhance instruction and improve outcomes for students with disabilities, implementing and integrating technology in authentic learning environments continues to be a challenge. Based on the experiences of a variety of Stepping-Up Technology Implementation projects funded by the U.S. Department of Education, Office of Special Education Programs, this mixed-methods study explored the essential factors for the successful implementation of technology-based interventions in K-12 schools and early childhood programs. Based on the qualitative analysis of projects’ implementation reports and responses to the follow-up questionnaire, four major themes emerged. The barriers and facilitators to technology implementation were reported across such areas as (a) developing and sustaining buy-in, (b) ensuring implementation fidelity to support the intervention, (c) research-to-practice dilemmas, and (d) data serving multiple purposes. The discussion and practica...
The Journal of Special Education, 2021
A multiple-probe design was used to investigate planning and persuasive paragraph writing by thre... more A multiple-probe design was used to investigate planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO, indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.
Topics in Early Childhood Special Education
We examined whether there was a functional relation between BIE eCoaching with parents of young c... more We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the social validity of the intervention. The results indicate that BIE eCoaching with parents of young children with language disorders was effective in increasing parent provision of natural communication opportunities. Parents maintained their provision of natural language opportunities above baseline levels after intervention was withdrawn. All participants strongly agreed that BIE eCoaching was helpful for changing their communication practices with their child and would recommend it to other parents of children with language disorders.
Proceedings of the 2019 AERA Annual Meeting
Behavioral Disorders, 2005
Written dialogue journals are intended to improve writing and encourage positive social skills by... more Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time o...
The Internet and Higher Education, 2012
Like students, instructors often feel anxious and isolated teaching in an online environment. Our... more Like students, instructors often feel anxious and isolated teaching in an online environment. Our concerns include workload, quality of instruction, technology skills, and accessibility. This interactive session will share the results of a focus group study involving six university faculty members with varied experiences teaching in on-line learning environments (synchronous and asynchronous). The overarching themes from the preliminary analysis include faculty emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, (e) intrigued and liberated. Specific examples representative of these themes will be shared. We will also emphasize the practical management strategies which participants reportedly used to regulate emotions and enhance online instruction. A consensus among all participants was that continuous dialogue in a community of practice about strategies to enhance on-line learning environments is needed. This session will act as a forum for extending this...
Contemporary Issues in Technology and Teacher Education Journal, 2017
Academic exchange quarterly, 2006
Students with emotional and behavioral disturbance require social skills instruction. One experie... more Students with emotional and behavioral disturbance require social skills instruction. One experiential learning method which encourages the development of social skills is service learning. Service learning projects can provide an opportunity for students to cooperatively work with others in a positive social arena, and through service, discover their own value and worth. In the course of the described service learning initiative, social and emotional learning in an authentic environment was encouraged for students with emotional and behavioral disturbance. Background As an experiential teaching and learning method, service learning (SL) has been used in pre-service teacher education programs (Mayhew, 2000; Wilson, 2005), in alternative educational settings (Meyers, 1999; Murry, 2001), among normal achieving students (Rasmussen, 2000; Scales, Blyth, Berkas, & Kielsmeier, 2000), among students with learning disabilities (Burns, Storey, & Certo, 1999; Jennings, 2001), and among studen...
Advances in educational technologies and instructional design book series, Jun 30, 2023
Learning Disabilities Research & Practice
Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers ... more Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention‐deficit hyperactivity disorder in using a technology‐based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long‐range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students’ writing progress with a genre‐specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre‐specific writing rubrics in practice to make data‐driven decisions about student writing.
Reading & Writing Quarterly, Sep 29, 2022
TEACHING Exceptional Children, 2021
The process of analyzing student data to determine an appropriate instructional decision is cruci... more The process of analyzing student data to determine an appropriate instructional decision is crucial for student academic growth. This article details how teachers can make data-driven decisions to carefully design writing instruction. Steps are presented for teachers to follow throughout the data driven decision-making process in order to meet students’ specific needs when they are writing an essay. A case study is provided throughout the article to illustrate how students and teachers may navigate through this process while using a technology-based graphic organizer.
Contemporary Issues in Technology and Teacher Education, 2019
Integrating unfamiliar technology in the classroom often requires ample technological resources a... more Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development. However, these resources are often not available. This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourthand fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes. Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed.
Handbook of Research on the Educator Continuum and Development of Teachers
The purpose of this chapter is to provide an in-depth description of an eCoaching program develop... more The purpose of this chapter is to provide an in-depth description of an eCoaching program developed to support nontraditional interns in their culminating internship experience. Leveraging the technology and adaptability of coaching, the program described in this chapter could also be used to support traditional interns and in-service teachers through induction. The program includes five steps that are focused on targeted goals, frequent feedback, and learning to mastery. The program culminates in a final conference that emphasizes the need for interns to develop a self-coaching mindset in order to be effective practitioners. eCoaching can be used as a stand-alone program or in combination with existing practices of a teacher preparation or induction program. Outcomes of the eCoaching program and adaptations will be shared.
Journal of Special Education Technology, 2022
While technology-based interventions enhance instruction and improve outcomes for students with d... more While technology-based interventions enhance instruction and improve outcomes for students with disabilities, implementing and integrating technology in authentic learning environments continues to be a challenge. Based on the experiences of a variety of Stepping-Up Technology Implementation projects funded by the U.S. Department of Education, Office of Special Education Programs, this mixed-methods study explored the essential factors for the successful implementation of technology-based interventions in K-12 schools and early childhood programs. Based on the qualitative analysis of projects’ implementation reports and responses to the follow-up questionnaire, four major themes emerged. The barriers and facilitators to technology implementation were reported across such areas as (a) developing and sustaining buy-in, (b) ensuring implementation fidelity to support the intervention, (c) research-to-practice dilemmas, and (d) data serving multiple purposes. The discussion and practica...
The Journal of Special Education, 2021
A multiple-probe design was used to investigate planning and persuasive paragraph writing by thre... more A multiple-probe design was used to investigate planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO, indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.
Topics in Early Childhood Special Education
We examined whether there was a functional relation between BIE eCoaching with parents of young c... more We examined whether there was a functional relation between BIE eCoaching with parents of young children with language disorders and parent provision of natural communication opportunities and whether parents maintained their provision of natural communication opportunities when the intervention was faded. Data also were collected to assess the social validity of the intervention. The results indicate that BIE eCoaching with parents of young children with language disorders was effective in increasing parent provision of natural communication opportunities. Parents maintained their provision of natural language opportunities above baseline levels after intervention was withdrawn. All participants strongly agreed that BIE eCoaching was helpful for changing their communication practices with their child and would recommend it to other parents of children with language disorders.
Proceedings of the 2019 AERA Annual Meeting
Behavioral Disorders, 2005
Written dialogue journals are intended to improve writing and encourage positive social skills by... more Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time o...
The Internet and Higher Education, 2012
Like students, instructors often feel anxious and isolated teaching in an online environment. Our... more Like students, instructors often feel anxious and isolated teaching in an online environment. Our concerns include workload, quality of instruction, technology skills, and accessibility. This interactive session will share the results of a focus group study involving six university faculty members with varied experiences teaching in on-line learning environments (synchronous and asynchronous). The overarching themes from the preliminary analysis include faculty emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, (e) intrigued and liberated. Specific examples representative of these themes will be shared. We will also emphasize the practical management strategies which participants reportedly used to regulate emotions and enhance online instruction. A consensus among all participants was that continuous dialogue in a community of practice about strategies to enhance on-line learning environments is needed. This session will act as a forum for extending this...
Contemporary Issues in Technology and Teacher Education Journal, 2017
Academic exchange quarterly, 2006
Students with emotional and behavioral disturbance require social skills instruction. One experie... more Students with emotional and behavioral disturbance require social skills instruction. One experiential learning method which encourages the development of social skills is service learning. Service learning projects can provide an opportunity for students to cooperatively work with others in a positive social arena, and through service, discover their own value and worth. In the course of the described service learning initiative, social and emotional learning in an authentic environment was encouraged for students with emotional and behavioral disturbance. Background As an experiential teaching and learning method, service learning (SL) has been used in pre-service teacher education programs (Mayhew, 2000; Wilson, 2005), in alternative educational settings (Meyers, 1999; Murry, 2001), among normal achieving students (Rasmussen, 2000; Scales, Blyth, Berkas, & Kielsmeier, 2000), among students with learning disabilities (Burns, Storey, & Certo, 1999; Jennings, 2001), and among studen...