Joseph Gagnon Collection

Permanent URI for this collection

https://hdl.handle.net/1920/270

Joseph C. Gagnon is an Assistant Professor of Education in the College of Education and Human Development.

Dr. Gagnon’s research projects include school-level curriculum, assessment, and accountability policies in day treatment/residential psychiatric schools and juvenile corrections in light of standards-driven reform. He has also completed national studies on program characteristics and entrance and exit policies within day and residential schools for students with emotional disturbances (ED). Additionally, Dr. Gagnon has conducted research and published on such topics as strategies for school violence prevention, mathematics instruction for students with ED and learning disabilities (LD), and use of technology-based practices for secondary students with LD.

Dr. Gagnon is also the Project Director for the Day, Residential, and Juvenile Correctional Schools (DRJC) project. The project is a collaborative research and dissemination project with the University of Maryland and the University of Wisconsin at Madison. The purpose of the project is twofold: (a) identify and investigate alignment of curriculum, assessment, and accountability policies across three levels (i.e., school, district, state) for day treatment and residential schools for students with emotional and behavioral disorders (EBD) and schools for youth committed to juvenile correctional facilities; and (b) identify teacher use of effective instructional approaches in mathematics and English for secondary students with ED and LD in these alternative school settings. DRJC is funded by a 3-year grant from the U.S. Department of Education.

Browse

Now showing 1 - 16 of 16

Alternative strategies for school violence
(New Directions for Youth Development: Theory, Practice, and Research, 2001) Gagnon, Joseph Calvin; Leone, Peter E.
This chapter reviews the efficacy of programming in three areas: universal or schoolwide approaches, targeted or intensive interventions for individual students or groups of students, and the use of security measures such as metal detectors and surveillance cameras. Within this framework, a number of programs with empirical evidence of effectiveness in addressing problems of aggression and disruption have emerged, including: (a) the Resolving Conflict Creatively Program; (b) Project ACHIEVE; (c) Positive Behavior Intervention and Support; (d) early detection through schoolwide procedures, such as the Systematic Screening for Behavioral Disorders; (e) The Positive Adolescent Choices Training program; (f) The First Step to Success program; and (g) intensive interventions for students that do not benefit from universal or secondary interventions.
Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature
(Focus on Exceptional Children, 2000) Maccini, Paula; Gagnon, Joseph Calvin
The article addresses the results of open-ended responses from special and general education teachers regarding their perceptions of teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. The results are discussed relative to a comprehensive review of the literature for teaching secondary students with LD and/or EBD.
Curriculum, assessment, and accountability in day treatment and residential schools
(Exceptional Children, 2004) Gagnon, Joseph Calvin; McLaughlin, Margaret J.
This study determined school-level curricular, assessment, and accountability policies and practices in private and public day treatment and residential schools for elementary-age children with emotional or behavioral disorders (E/BD). A national random sample of 271 (56.45%) principals and 229 (47.70%) teachers responded to a mail survey. No significant differences existed between teacher and principal reports of school-level curricular, assessment, and accountability policies. However, several statistically significant differences existed in school policies for schools that served students from a single district and those that served students from across a single state or more than one state. Across all schools, teachers and principals indicated a prescribed school curriculum was common. District and state standards and student individualized education programs (IEPs) were used to receive information on curriculum of local schools. Approximately two thirds of all of the schools administered district and state assessments and most schools used their state’s accommodations guidelines. Assessment results were frequently reported to parents, teachers, and used to adjust instruction and curriculum. Implications and suggestions for future research are provided.
Day and residential schools: Program characteristics and entrance and exit policies
(Remedial & Special Education, 2005) Gagnon, Joseph Calvin; Leone, Peter E.
Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first through sixth grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation, length of school year); and (b) current school-level entrance and exit policies. A random sample of 480 principals from public and private day treatment and residential schools were mailed a survey. A total of 271 (56.45%) principals responded. Results indicated that schools relied on a behavioral philosophy, maintained a balance between education and therapeutic issues, and were commonly accredited by state departments of education. Additionally, few schools had specific policies related to follow-up of students after discharge. The implications of these findings are discussed.
Direct instruction in mathematics for youth with learning disabilities in middle school
(The Access Center, 2005) Gagnon, Joseph Calvin; Maccini, Paula
This brief focuses on the use of direct instruction with middle school students with LD. Specific components of direct instruction and examples are included.
Educational accountability in day treatment and residential schools for students with EBD: Report on a national survey
(Educational Policy Reform Research Institute, 2003) Gagnon, Joseph Calvin; McLaughlin, Margaret J.; Leone, Peter E.
This Issue Brief reports on accountability policies and practices for elementary students with emotional and behavioral disorders (EBD) in private and public day treatment and residential schools. It is designed as a resource for administrators and policy makers.
Elementary day and residential schools for children with emotional and behavioral disorders: Characteristics of educators and students
(Education and Treatment of Children, 2006) Gagnon, Joseph Calvin; Leone, Peter E.
This national study describes students, teachers, and principals in elementary day treatment and residential schools for students with emotional and behavioral disorders (EBD). A survey was mailed to a random sample of 480 teachers and principals from elementary-level public and private day treatment and residential schools. A total of 271 (56.5%) principals and 229 (47.7%) teachers responded. Teachers and principals reported education and certification generally consistent with professionals in public schools. Also, most teachers and principals had been at their current school five yeas or less. Students were involved with foster care and juvenile corrections at higher rates than youth in the general population. Students also commonly returned to less restrictive settings upon exit. Results and implications are discussed.
Interventions that positively impact the performance of students with learning disabilities in secondary general education classrooms
(Learning Disabilities: A Multidisciplinary Journal, 2003) Hughes, Charles A.; Maccini, Paula; Gagnon, Joseph Calvin
The article discusses strategies for helping secondary students with LD within the general education curriculum. Descriptions of strategies and examples are provided.
Math graphic organizers for students with disabilities
(The Access Center, 2005) Maccini, Paula; Gagnon, Joseph Calvin
Given common adherence to the NCTM Standards and the noted difficulties experienced by students with LD, it is essential that teachers be informed of and use validated instructional practices (Maccini & Gagnon, 2000). One method of assisting students is the use of graphic organizers (GOs). In this Issue Brief, we discuss five topics concerning the use of GOs in mathematics for middle school students with LD: (a) definition of graphic organizer; (b) types of graphic organizers; (c) examples of three types of GOs; (d) key components of GOs; and (e) how to use GOs. Finally, we provide two examples of teachers using GOs from secondary general education and resource classrooms.
Math strategy instruction for middle school students
(The Access Center, 2005) Maccini, Paula; Gagnon, Joseph Calvin
One effective approach to assisting middle school youth with LD in accessing challenging mathematical concepts is to provide strategy instruction. This brief defines strategy instruction, identifies key features of effective strategies, and identifies key components necessary for instructing youth in the use of a strategy. In addition, we provide a practical example for the use of a math instructional strategy that can be applied to a variety of concepts and settings and some key considerations when using strategy instruction in math class.
Mathematics Instructional Practices and Assessment Accommodations by Secondary Special and General Educators
(Esceptional Children, 2006) Maccini, Paula; Gagnon, Joseph Calvin
A random sample of 179 secondary general education math and special education teachers from across the United States responded to a mail survey focusing on effective math instructional adaptations teachers use to help students with learning disabilities (LD) and emotional/behavioral disorders (EBD). The survey examined teachers’ perceptions of: (a) their confidence in teaching secondary mathematics; (b) effectiveness of special and general methods courses for preparing them to teach mathematics to students with LD and EBD and general education students; and (c) specific instructional adaptations and assessment accommodations used to assist students with LD and EBD during instruction and assessment. Significantly more special educators than general educators used specific empirically validated instructional adaptations. Also, the number of methods courses taken by teachers and knowledge of course topics (e.g., algebra, geometry) both uniquely and significantly contributed to the number of instructional adaptations used by both general and special educators. Additionally, the number of methods courses uniquely and significantly contributed to the number of assessment accommodations used by both general and special educators. Implications and future research are provided.
Perceptions and application of NCTM's standards by special and general education teachers: Implications for practice for secondary students with emotional and learning disabilities
(Exceptional Children, 2002) Maccini, Paula; Gagnon, Joseph Calvin
The article addresses the findings of a state-level survey that focuses on special and general education teacher perceptions regarding teaching secondary students with LD and/or EBD relative to the National Council of Teachers of Mathematics. Implications for practice and future research are discussed.
Preparing students with disabilities for algebra: Kindergarten through secondary school
(Teaching Exceptional Children, 2001) Gagnon, Joseph Calvin; Maccini, Paula
This article discusses the NCTM standards and focuses on two key issues: (a) effective instructional strategies in algebra; and (b) examples of effective instructional strategies for teaching algebraic reasoning at middle and high school levels that are consistent with the standards.
School mobility and students with emotional disturbance
(Journal of Child and Family Studies, 2005) Malmgren, Kimber W.; Gagnon, Joseph Calvin
This descriptive study examines the school mobility of a cross-sectional sample of 70 secondary age youth with Emotional Disturbance (ED). Data were collected through an archival review of school records. Students’ school mobility histories were examined in terms of the overall number of schools attended in the elementary school years, as well as the timing of the moves that were made. Findings indicate that sample students experienced high rates of school mobility with 66% having changed schools at least once by the end of 2nd grade and 89% having changed schools at least once by the end of 5th grade. Strategies for minimizing school mobility, and the impact of high rates of school mobility, are reviewed.
Standards-driven reform policies at the local level: Report on a survey of local special education directors in large districts
(Journal of Special Education Leadership, 2002) Gagnon, Joseph Calvin; McLaughlin, Margaret J.; Rhim, Lauren M.; Davis, G.
Standards, assessments, and increased accountability for student performance are the current hot topics in education. Little is known about district-level reform policies in these important areas, particularly whether they differ from state policy. The results of this survey of large school districts points to a layering of state and local standards, assessments, and accountability policies that can place multiple demands on schools and students. Also, students with disabilities are differentially considered within specific reform policies.
Technology-Based practices for secondary students with learning disabilities
(Learning Disability Quarterly, 2003) Maccini, Paula; Gagnon, Joseph Calvin; Hughes, Charles A.
The researchers conducted a comprehensive review of the literature involving technology-based practices for secondary students identified as having learning disabilities (LD) involved instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

Browse

Browsing Joseph Gagnon Collection by Title

Results Per Page

Sort Options