Margaret E King-Sears
Biographic Data
| ID | 4083175 |
|---|---|
| NAME | Margaret E King-Sears |
| GIVEN NAMES | Margaret E |
| FAMILY NAME | King-Sears |
| SIGNATURE | KING-SEARS M E |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0003-1871-6659 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Academic achievement for students with and without disabilities in co-taught classrooms: A meta-analysis
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
Secondary special education co-teachers in the United States and specialised reading instruction for adolescents with disabilities
When secondary students with disabilities are in co-taught classes, they still need to receive specialised reading instruction when it is stipulated on their Individualised Education Program. However, previous research reveals over two-thirds of secondary special education co-teachers focus instead on using modifications and accommodations. Although modifications and accommodations can meet the short-term need for students’ reading, they do not m…
Achievement of learners receiving UDL instruction: A meta-analysis
An effective elementary school counselor's support of students with disabilities: A case study
Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective and highlight the roles of an effective s…
School bells are ringing, but can parents attend? Responses from employed parents of children with Send
This study’s purpose is to examine the work-family conflict of employed parents of children with special educational needs and disabilities (SEND) and those parents’ engagement in the schooling of their children. Prior to the COVID-19 outbreak, 206 parents from the United Kingdom completed a questionnaire about their school engagement and their work-family strain. Response data were examined employing descriptive and correlation analyses, as well…
Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities
Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study…
Introduction to Special Series on Universal Design for Learning
This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with a…
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities
This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and h…
Technology and Literacy for Adolescents With Disabilities
Students with disabilities benefit when technology is used to promote their literacy learning. The authors describe TECH, a framework educators can use to select, implement, and monitor the impact of technology in relation to literacy goals. The framework is shown in action for mathematics vocabulary and reading comprehension skills for a student with Asperger's syndrome and for a struggling writer with learning disabilities
Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities
This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and h…
Achievement of learners receiving UDL instruction: A meta-analysis
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
School bells are ringing, but can parents attend? Responses from employed parents of children with Send
This study’s purpose is to examine the work-family conflict of employed parents of children with special educational needs and disabilities (SEND) and those parents’ engagement in the schooling of their children. Prior to the COVID-19 outbreak, 206 parents from the United Kingdom completed a questionnaire about their school engagement and their work-family strain. Response data were examined employing descriptive and correlation analyses, as well…
Technology and Literacy for Adolescents With Disabilities
Students with disabilities benefit when technology is used to promote their literacy learning. The authors describe TECH, a framework educators can use to select, implement, and monitor the impact of technology in relation to literacy goals. The framework is shown in action for mathematics vocabulary and reading comprehension skills for a student with Asperger's syndrome and for a struggling writer with learning disabilities
An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom
In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead,…
Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities
This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and h…
Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities
Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study…
Introduction to Special Series on Universal Design for Learning
This special series of Remedial and Special Education features four articles about universal design for learning (UDL). One intervention study describes learning outcomes for middle school students with extensive support needs. These students receive schema-based instruction that is further developed, based on students’ characteristics, using the UDL guidelines. Another intervention study examines learning outcomes for high school students with a…
An effective elementary school counselor's support of students with disabilities: A case study
Using a qualitative single‐case study design, perceptions from multiple stakeholders about how an effective elementary school counselor provides supports for students with disabilities (SWD) were examined. Interviews occurred with a school counselor, a student with a disability, his parent, his general and special educators, and school administrators. Findings are described using an ecological perspective and highlight the roles of an effective s…
School bells are ringing, but can parents attend? Responses from employed parents of children with Send
This study’s purpose is to examine the work-family conflict of employed parents of children with special educational needs and disabilities (SEND) and those parents’ engagement in the schooling of their children. Prior to the COVID-19 outbreak, 206 parents from the United Kingdom completed a questionnaire about their school engagement and their work-family strain. Response data were examined employing descriptive and correlation analyses, as well…
Secondary special education co-teachers in the United States and specialised reading instruction for adolescents with disabilities
When secondary students with disabilities are in co-taught classes, they still need to receive specialised reading instruction when it is stipulated on their Individualised Education Program. However, previous research reveals over two-thirds of secondary special education co-teachers focus instead on using modifications and accommodations. Although modifications and accommodations can meet the short-term need for students’ reading, they do not m…
Achievement of learners receiving UDL instruction: A meta-analysis
Academic achievement for students with and without disabilities in co-taught classrooms: A meta-analysis
Work–family strain of employees with children with disabilities
Purpose The purpose of this study is to investigate the relationships between (1) employed parents' work–family conflict (WFC), (2) their children with disabilities' support needs, (3) their children's age, and (4) those parents' levels of school engagement. Design/methodology/approach Data were collected from 193 US parents of children with disabilities who completed a survey regarding work and family strain as well as school engagement. Descrip…
Psychology (11 works) · Disability Education and Employment (8 works) · Mathematics education (8 works) · Collaborative Teaching and Inclusion (7 works) · Family and Disability Support Research (7 works) · Special education (7 works) · Pedagogy (6 works) · Developmental psychology (5 works) · Medicine (5 works) · Computer Science (4 works)