Search results for author:"Kelley Regan"
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Journal of Special Education Vol. 48, No. 2 (August 2014) pp. 106–119
Despite a lack of conclusive evidence, many researchers in the field view computer-assisted instruction (CAI) as an opportunity for improved instruction for students with disabilities. This study examined the effects of a CAI program, Lexia...
Can Students with Emotional and/or Behavioral Disabilities Improve on Planning and Writing in the Content Areas of Civics and Mathematics?
Behavioral Disorders Vol. 38, No. 3 (May 2013) pp. 154–170
Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After...
Kelley Regan; Anna Evmenova; Pam Baker; Marci Kinas Jerome; Vicky Spencer; Holly Lawson; Terry Werner
Internet and Higher Education Vol. 15, No. 3 (June 2012) pp. 204–212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., ...
Anya S. Evmenova; Kelley Regan; Andrea Boykin; Kevin Good; Melissa Hughes; Nichole MacVittie; Donna Sacco; Soo Y. Ahn; David Chirinos
Exceptional Children Vol. 82, No. 2 (2016) pp. 170–191
The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high...
Commentary: A Response to an Interview With Joseph South by the Teacher Education and Technology and Media Divisions of the Council for Exceptional Children
Marcia L. Rock; Sean Smith; Cathy Newman Thomas; Kelley Regan; Eleazar Vasquez III; Michael Kennedy; Lisa Dieker; Anya Evmenova; Cindy Okolo; Margaret Bausch
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 301–311
Thriving in the digital age workplace requires, in part, professionals who think differently about how they prepare the next generation workforce. Teachers and teacher educators are no exception. When reflecting on how today’s teacher educators...