so called "topical autobiographies," were envisioned as a method of helping trainees track, with mentor input, their professional and personal development vis-à-vis classroom practices and events, especially regarding at-risk children. Over the course of training, journal entries of trainees were collected, read, evaluated according to data type (diary, dialogue, notebook, integrative, evaluative), and selective scored according to a statistical model designed to measure effects of journal writing on personal and professional growth, including increased sensitivity to myriad factors informing teaching of at-risk students.
The ADA and IDEA have helped shape theoretical, institutional, and practitioner responses to the needs of exceptional children. However, constructing valid theories and research designs is a special challenge in an evolving policy arena. As Vaughn, Klingner, and Hughes explain (2000), a related challenge is finding practical correlation between cogent spec
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