Laura Hauerwas | Providence College (original) (raw)
Papers by Laura Hauerwas
Teaching and Teacher Education, 2017
h i g h l i g h t s Preservice teachers experienced being the 'other' teaching in Florence school... more h i g h l i g h t s Preservice teachers experienced being the 'other' teaching in Florence schools. Teaching language learners produced professional growth during and post experience. A limited understanding of how culture impacts teaching and curriculum was evident. Contexts of experience were significant factors in intercultural development. Personal identity was not central to professional intercultural competency growth.
Learning Disability Quarterly, 2013
This study investigates how state Departments of Education address the needs of culturally and li... more This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state’s regulatory criteria for SLD, as well as state guidance documents on SLD, response to intervention, referral processes, and English Language Learners. States varied regarding the degree to which they provided legislation and/or guidance for practices of identifying SLD in CLD students. Findings were organized around four promising practices: (1) assessment, (2) personnel, (3) instruction and intervention, and (4) systemic integration of general education, special education, and English as a Second Language. Implications for policy, practice, and future research are discussed.
As a Response to Intervention approach begins to be utilized in our schools, there is growing con... more As a Response to Intervention approach begins to be utilized in our schools, there is growing confusion regarding the role of teacher assistants/paraeducators in this problem solving approach. In this article, the authors share survey and interview data from their experiences working with Rhode Island teacher assistants – both in leading teacher assistant training on RTI and in researching implementation of RTI in RI elementary schools. Both challenges and guidelines for the use of teacher assistants in a RTI model are presented. Recommendations for the effective use of teacher assistants in general education and special education classrooms include: teacher assistants as members of school-wide intervention teams; a greater focus on the use of teacher assistants during the assessment process; better professional development; and increased common planning time for enhanced communication about student learning.
Reading and Writing, 2006
This study was designed to simultaneously investigate the influence of phonological, morphologica... more This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the
Journal of Research in Childhood Education, 2021
At the time of this writing, we are closing the unprecedented year of 2020 and embarking further ... more At the time of this writing, we are closing the unprecedented year of 2020 and embarking further into the new decade. The year 2020 rendered powerful reminders of our global interconnectedness, interdependence, and indebtedness to each other. We have a deepening sense of the reality that our interconnectedness will continue with increasingly sticky entanglements as we meet the frontier of our collective challenges, opportunities, and potentiality. The momentum for this collection of articles is a labor of love focused on our collective potential as a field. We affirm our field's commitment to bringing together scholars from the Global South and North to further map the terrain for developing a linguistically and interculturally competent teaching force to facilitate global citizenship, critical dispositions, and interculturality across the globe. Our purpose in framing this special issue on preparing teachers to serve in the global landscape is to explore and examine how we should move forward in both conceptualizing the global landscape and preparing educators to serve in that landscape.
Teaching and Teacher Education, 2017
h i g h l i g h t s Preservice teachers experienced being the 'other' teaching in Florence school... more h i g h l i g h t s Preservice teachers experienced being the 'other' teaching in Florence schools. Teaching language learners produced professional growth during and post experience. A limited understanding of how culture impacts teaching and curriculum was evident. Contexts of experience were significant factors in intercultural development. Personal identity was not central to professional intercultural competency growth.
Learning Disability Quarterly, 2013
This study investigates how state Departments of Education address the needs of culturally and li... more This study investigates how state Departments of Education address the needs of culturally and linguistically diverse (CLD) students as they relate to the identification of students with a specific learning disability (SLD). A qualitative research design of directed content analysis was used to examine each state’s regulatory criteria for SLD, as well as state guidance documents on SLD, response to intervention, referral processes, and English Language Learners. States varied regarding the degree to which they provided legislation and/or guidance for practices of identifying SLD in CLD students. Findings were organized around four promising practices: (1) assessment, (2) personnel, (3) instruction and intervention, and (4) systemic integration of general education, special education, and English as a Second Language. Implications for policy, practice, and future research are discussed.
As a Response to Intervention approach begins to be utilized in our schools, there is growing con... more As a Response to Intervention approach begins to be utilized in our schools, there is growing confusion regarding the role of teacher assistants/paraeducators in this problem solving approach. In this article, the authors share survey and interview data from their experiences working with Rhode Island teacher assistants – both in leading teacher assistant training on RTI and in researching implementation of RTI in RI elementary schools. Both challenges and guidelines for the use of teacher assistants in a RTI model are presented. Recommendations for the effective use of teacher assistants in general education and special education classrooms include: teacher assistants as members of school-wide intervention teams; a greater focus on the use of teacher assistants during the assessment process; better professional development; and increased common planning time for enhanced communication about student learning.
Reading and Writing, 2006
This study was designed to simultaneously investigate the influence of phonological, morphologica... more This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n=103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes occurred in the ability to include the inflected ending, to spell the
Journal of Research in Childhood Education, 2021
At the time of this writing, we are closing the unprecedented year of 2020 and embarking further ... more At the time of this writing, we are closing the unprecedented year of 2020 and embarking further into the new decade. The year 2020 rendered powerful reminders of our global interconnectedness, interdependence, and indebtedness to each other. We have a deepening sense of the reality that our interconnectedness will continue with increasingly sticky entanglements as we meet the frontier of our collective challenges, opportunities, and potentiality. The momentum for this collection of articles is a labor of love focused on our collective potential as a field. We affirm our field's commitment to bringing together scholars from the Global South and North to further map the terrain for developing a linguistically and interculturally competent teaching force to facilitate global citizenship, critical dispositions, and interculturality across the globe. Our purpose in framing this special issue on preparing teachers to serve in the global landscape is to explore and examine how we should move forward in both conceptualizing the global landscape and preparing educators to serve in that landscape.