Dawn A Rowe
Biographic Data
| ID | 6338465 |
|---|---|
| NAME | Dawn A Rowe |
| GIVEN NAMES | Dawn A |
| FAMILY NAME | Rowe |
| SIGNATURE | ROWE D A |
| AFFILIATIONS | East Tennessee State University, Johnson City, USA |
| ORCID | 0000-0002-8969-0399 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Perceptions of parents of youth with disabilities toward school-based parent engagement
The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we…
State Systemic Improvement Planning
In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better al…
A Conceptual Model for Parent Involvement in Secondary Special Education
Parent educational involvement has been demonstrated to be a predictor of in-school and post-school success for all students, including students with disabilities. However, traditional models of parent involvement tend to focus on academic-oriented indicators of success whereas transition models tend to focus on post-school outcomes with limited parent roles. The purpose of this article is to propose a model of parent involvement that addresses t…
An alternative method in the use of repertory grids
A Conceptual Model for Parent Involvement in Secondary Special Education
Parent educational involvement has been demonstrated to be a predictor of in-school and post-school success for all students, including students with disabilities. However, traditional models of parent involvement tend to focus on academic-oriented indicators of success whereas transition models tend to focus on post-school outcomes with limited parent roles. The purpose of this article is to propose a model of parent involvement that addresses t…
Perceptions of parents of youth with disabilities toward school-based parent engagement
The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we…
An alternative method in the use of repertory grids
A Conceptual Model for Parent Involvement in Secondary Special Education
Parent educational involvement has been demonstrated to be a predictor of in-school and post-school success for all students, including students with disabilities. However, traditional models of parent involvement tend to focus on academic-oriented indicators of success whereas transition models tend to focus on post-school outcomes with limited parent roles. The purpose of this article is to propose a model of parent involvement that addresses t…
State Systemic Improvement Planning
In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better al…
Perceptions of parents of youth with disabilities toward school-based parent engagement
The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we…
Family and Disability Support Research (3 works) · Psychology (3 works) · Developmental psychology (2 works) · Parental Involvement in Education (2 works) · Political science (2 works) · Sociology (2 works) · Accountability (1 work) · Cognitive and psychological constructs research (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work)