The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Algozzine, B., Putnam, R., & Horner, R. H. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesn't matter what comes first. Insights on Learning Disabilities, 9(1), 7–36.
Azano, A., Missett, T. C., Callahan, C. M., Oh, S., Brunner, M., Foster, L. H., & Moon, T. R. (2011). Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods study. Journal of Advanced Academics, 22(5), 693–719.
Bianco, S. D. (2010). Improving student outcomes: Data-driven instruction and fidelity of implementation in a response to intervention (RtI) model. Teaching Exceptional Children Plus, 6(5), 2–13.
Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2), 199–218.
Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting. Teaching Exceptional Children, 44(3), 50–57.
Christle, C. A., & Yell, M. L. (2010). Individualized education programs: Legal requirements and research findings. Exceptionality, 18(3), 109–123.
Coffey, J. H., & Horner, R. H. (2012). The sustainability of schoolwide positive behavior interventions and supports. Exceptional Children, 78(4), 407–422.
Coleman, M. R., Gallagher, J. J., & Job, J. (2012). Developing and sustaining professionalism within gifted education. Gifted Child Today, 35(1), 27–36.
Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142–152.
Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406-422.
George, H. P., & Kincaid, D. K. (2008). Building district-level capacity for positive behavior support. Journal of Positive Behavior Interventions, 10(1), 20–32.
González, A. M. (2011). Kant's philosophy of education: Between relational and systemic approaches. Journal of Philosophy of Education, 45(3), 433–454.
Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172–181.
Hirsh, S., & Hord, S. M. (2010). Building hope, giving affirmation: Learning communities that address social justice issues bring equity to the classroom. Journal of Staff Development, 31(4), 10–17.
Hollan, D. (2008). Being there: On the imaginative aspects of understanding others and being understood. Ethos, 36(4), 475–489.
Hollan, D. (2012). Emerging issues in the cross-cultural study of empathy. Emotion Review, 4(1), 70–78.
Irvine, J. J. (2012). Complex relationships between multicultural education and special education: An African American perspective. Journal of Teacher Education, 63(4), 268–274.
Jung, A. W. (2011). Individualized education programs (IEPs) and barriers for parents from culturally and linguistically diverse backgrounds. Multicultural Education, 18(3), 21–25.
Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education, 33(6), 348–361.
Mason, M. (2009). Making educational development and change sustainable: Insights from complexity theory. International Journal of Educational Development, 29(2), 117–124.
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 208–218.
Meadan, H., Shelden, D. L., Appel, K., & DeGrazia, R. L. (2010). Developing a long-term vision: A road map for students’ futures. Teaching Exceptional Children, 43(2), 8–14.
Musti-Rao, S., Hawkins, R. O., & Barkley, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12–23.
Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent advocates and contention in special education in the USA. Journal of Education Policy, 25(3), 309–334.
Perry, J. A. (2012). To Ed.D. or not to Ed.D.? Phi Delta Kappan, 94(1), 41–44.
Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents' Latino and White American cultural orientations. Psychology in the Schools, 47(4), 391–405.
Scott, T. M. (2007). Issues of personal dignity and social validity in schoolwide systems of positive behavior support. Journal of Positive Behavior Interventions, 9(2), 102–112.
Skiba, R. J., Horner, R. H., Chung, C., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107.
Van Hook, S. R. (2011). Modes and models for transcending cultural differences in international classrooms. Journal of Research In International Education, 10(1), 5–27.
Weaver, S. J., Rosen, M. A., Salas, E., Baum, K. D., & King, H. B. (2010). Integrating the science of team training: Guidelines for continuing education. Journal of Continuing Education in the Health Professions, 30(4), 208–220. Not available in the library.
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