Lindsay M. Griendling

Appalachian State University | ASU · College of Education

Open practices, such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statements , support the transparency, accessibility, and reproducibility of research and other scholarship. The purpose of this review was to examine the preval...

Self-determination theory (SDT) posits that three basic psychological needs (i.e., autonomy, competence, and relatedness) must be fulfilled to promote positive outcomes among individuals participating in social environments. Teachers can provide supports to fulfill these needs within classroom environments to help them become autonomously motivated...

High leverage practices (HLPs) in special education are 22 critical skills related to collaboration, assessment, social/emotional/behavioral, and instructional domains. These practices are supported by research and recommended for use in PK-12 classrooms serving students with and without disabilities. Given the vast instructional modalities used wi...

Special education teacher preparation programs vary in their usage of practices (e.g., modeling and performance feedback) that have consistently been shown to effectively coach pre-service teachers to sustain high-quality implementation of teaching practices. Research even suggests that some pre-service special education teachers may not receive an...

Open practices such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statements support the transparency, accessibility, and reproducibility of research and other scholarship. The purpose of this systematic review was to examine th...

Student achievement disparities in inclusive science classrooms are concerning, as knowledge about science, technology, engineering, and mathematics (STEM) is increasingly important for upward mobility. When students identify with multiple marginalized sociocultural groups, progress becomes more troubling, as the interplay among these factors is ra...

Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students’ vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The...

To successfully participate in the science learning experience, students are expected to participate in investigations and communicate their thinking with their peers. However, in order to engage in these conversations and develop a deeper understanding of the science concepts being explored, it is necessary to understand the specialized vocabulary...

Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students’ understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is of...

All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In t...

Students with disabilities consistently underperform on academic achievement tests. In part, this is due to teachers being underprepared to provide the evidence-based instruction needed to help students with disabilities succeed. Historically, professional development (PD) has been provided to educators yielding disappointing results. In this chapt...