Newly Published Research

Research Portfolio

What Characteristics of Bullying, Bullying Victims, and Schools are Associated with Increased Reporting of Bullying to School Officials?
This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims’ schools to determine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of victims who indicated the bullying was not reported. (Posted 8/31/10)

Do States Have Certification Requirements for Preparing General Education Teachers to Teach Students with Disabilities? Experience in the Northeast and Islands Region

More than 6 million students with disabilities are served under the Individuals with Disabilities Education Act (IDEA) of 2004. Two-thirds of these students are in at least one course taught by general education teachers. Due to the increased inclusion of students with disabilities in general education classrooms, it is essential for general education teachers to have the knowledge and skills needed to teach students with disabilities. This report on teacher certification requirements in the Northeast and Islands Region finds that eight of the nine jurisdictions require some coursework in teaching students with disabilities for initial licensure of general education teachers. (Posted 8/2/10)

Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts
To help districts accurately identify students who are English language learners (ELLs) and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are ELLs. Using interviews with district and school personnel and documents from state and district websites, the study finds both similarities and differences in practices, with more differences in the prereferral process than in the referral process. It also identifies eight challenges to the identification of learning disabilities in ELLs and five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are ELLs. (Posted 2/16/10)

Webinar
(54:35) 5/12/2010

Features of State Response to Intervention (RTI) Initiatives in Northeast and Islands Region States
The report analyzes the RTI-related initiatives, policies, regulations, and structures for support in all nine REL-NEI jurisdictions. Researchers scanned the state education agency (SEA) websites of the nine jurisdictions using a common set of keywords to collect policies, regulations, and guidance documents related to RTI. The report finds that the six New England states and New York support RTI as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the eight core features of RTI as defined by the National Research Center on Learning Disabilities. (Posted 11/30/09)

Webinar
(1:24:56) 1/28/2010