Laura M Stough
Biographic Data
| ID | 246871 |
|---|---|
| NAME | Laura M Stough |
| GIVEN NAMES | Laura M |
| FAMILY NAME | Stough |
| SIGNATURE | STOUGH L M |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-0313-5045 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 102 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Educational experiences of children and youth with disabilities impacted by wildfires
Purpose This paper describes the educational experiences of children and youth (aged 3–20) with disabilities during school closures resulting from the 2017 Northern California wildfires. Students with disabilities are particularly vulnerable to the adverse impacts of disaster, yet the effects of school closures on these children remains understudied. This study identifies considerations for students with disabilities and their families post-disas…
Grounded Theory Approaches Used in Educational Research Journals
Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of pub…
Disasters, schools, and children: Disability at the intersection
Barriers to the long‐term recovery of individuals with disabilities following a disaster
This study examines how pre‐existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded t…
Disability and disaster: Explorations and exchanges
PART I: BACKGROUND 1. Editorial Introduction, Ilan Kelman and Laura M. Stough: (Dis) ability and (Dis)aster 2. David Alexander: Disability and Disaster: An Overview 3. Brenda Phillips: Inclusive Emergency Management for People with Disabilities facing Disaster PART II: NARRATIVES 4. Anonymous: One (Mis-)Step From (Personal) Disaster: Being Blind 5. Marcos Eduardo Barquero Varela: One Should Remain Calm 6. Subhasis Bhadra: Failure And Hope: Living…
Exploring the Support Role of Special Education Teachers After Hurricane Ike: Children With Significant Disabilities
This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to re…
Children With Disabilities in the Context of Disaster: A Social Vulnerability Perspective
An estimated 200 million children worldwide experience various forms of disability. This critical review extrapolates from existing literature in 2 distinct areas of scholarship: one on individuals with disabilities in disaster, and the other on children in disaster. The extant literature suggests that various factors may contribute to the physical, psychological, and educational vulnerability of children with disabilities in disaster, including …
Identifying Teacher Expertise: An Examination of Researchers' Decision Making
This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing on studies of teaching expertise, the authors identify criteria used to select expert teachers that fall under one or more of the following marker categories: (a) years of experience, (b) social recognition, (c) professional or social group membership, and (d) performance based criter…
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learn…
Teachers' emotions and test feedback
A qualitative methodology, grounded theory, was used to exam ine the thoughts and emotions of teachers who delivered test feedback to students. The goal of th is study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and ob served as they planned and cond ucted testfeedback sessions. D uring the test-feedback sessions, these teachers experie…
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learn…
Barriers to the long‐term recovery of individuals with disabilities following a disaster
This study examines how pre‐existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded t…
Grounded Theory Approaches Used in Educational Research Journals
Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of pub…
Teachers' emotions and test feedback
A qualitative methodology, grounded theory, was used to exam ine the thoughts and emotions of teachers who delivered test feedback to students. The goal of th is study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and ob served as they planned and cond ucted testfeedback sessions. D uring the test-feedback sessions, these teachers experie…
Exploring the Support Role of Special Education Teachers After Hurricane Ike: Children With Significant Disabilities
This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to re…
Teachers' emotions and test feedback
A qualitative methodology, grounded theory, was used to exam ine the thoughts and emotions of teachers who delivered test feedback to students. The goal of th is study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and ob served as they planned and cond ucted testfeedback sessions. D uring the test-feedback sessions, these teachers experie…
Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education
Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learn…
Identifying Teacher Expertise: An Examination of Researchers' Decision Making
This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing on studies of teaching expertise, the authors identify criteria used to select expert teachers that fall under one or more of the following marker categories: (a) years of experience, (b) social recognition, (c) professional or social group membership, and (d) performance based criter…
Children With Disabilities in the Context of Disaster: A Social Vulnerability Perspective
An estimated 200 million children worldwide experience various forms of disability. This critical review extrapolates from existing literature in 2 distinct areas of scholarship: one on individuals with disabilities in disaster, and the other on children in disaster. The extant literature suggests that various factors may contribute to the physical, psychological, and educational vulnerability of children with disabilities in disaster, including …
Exploring the Support Role of Special Education Teachers After Hurricane Ike: Children With Significant Disabilities
This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to re…
Disability and disaster: Explorations and exchanges
PART I: BACKGROUND 1. Editorial Introduction, Ilan Kelman and Laura M. Stough: (Dis) ability and (Dis)aster 2. David Alexander: Disability and Disaster: An Overview 3. Brenda Phillips: Inclusive Emergency Management for People with Disabilities facing Disaster PART II: NARRATIVES 4. Anonymous: One (Mis-)Step From (Personal) Disaster: Being Blind 5. Marcos Eduardo Barquero Varela: One Should Remain Calm 6. Subhasis Bhadra: Failure And Hope: Living…
Barriers to the long‐term recovery of individuals with disabilities following a disaster
This study examines how pre‐existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded t…
Disasters, schools, and children: Disability at the intersection
Educational experiences of children and youth with disabilities impacted by wildfires
Purpose This paper describes the educational experiences of children and youth (aged 3–20) with disabilities during school closures resulting from the 2017 Northern California wildfires. Students with disabilities are particularly vulnerable to the adverse impacts of disaster, yet the effects of school closures on these children remains understudied. This study identifies considerations for students with disabilities and their families post-disas…
Grounded Theory Approaches Used in Educational Research Journals
Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of pub…
Psychology (8 works) · Sociology (6 works) · Disaster Management and Resilience (5 works) · Geography (5 works) · Qualitative research (5 works) · Computer Science (4 works) · Disaster Response and Management (4 works) · Grounded theory (4 works) · Mathematics education (4 works) · Social Psychology (4 works)