Title

Professor

Contact Information

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Office: 150M MCKB
Department:
IPT, EIME

Awards

Benjamin Cluff Jr. Award for Excellence in Education

David O. McKay School of Education

2010 - Present

Nancy Peery Marriott Outstanding Mentor Award

David O. McKay School of Education

2013 - 2014

Steven M. Rose Teaching and Learning Faculty Fellowship

2012 - 2015

David O. McKay Fellowship

Brigham Young University

2005 - 2007

Selected Publications

A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages (2015)

Authors: Clark, Sarah; Byrnes, Deborah; Sudweeks, Richard R

Publication Type: Journal Article, Academic Journal

Publisher: American Association of Colleges for Teacher Education

Volume: 66

Issue: 2

Page Numbers: 170-183

URL: jte.sagepub.com

Abstract: click to view

This study investigates how the culminating teacher preparation program (TPP) experience (either student teaching assignment or internship) influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test (N = 502) was conducted to compare perceptions of student teachers (those who taught 15 weeks) and interns (those who taught a full academic year) at two points in time—once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages. Interns reported higher scores at the inservice stage on only the mathematics subscale, suggesting that there is some change in self-efficacy as teachers gain teaching experience. Findings suggest that the student teaching context provides more modeling and verbal support and produces teachers with higher perceptions of teaching ability than those who complete an internship.

Reliability of ratings of children's expressive reading (2014)

Authors: Moser, Gary; Sudweeks, Richard R; Morrison, Timothy G; Wilcox, Bradley Ray

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

Country: USA

Volume: 35

Issue: 1

Page Numbers: 58-79

ISSN: 0270-2711

Editors: William Rupley & Junhua Lu

Academic performance, course completion rates & student perceptions of the quality & frequency of interaction in a virtual high school (2013)

Authors: Hawkins, Abby; Graham, Charles R; Sudweeks, Richard R; Barbour, Michael

Publication Type: Journal Article, Academic Journal

Volume: 34

Issue: 1

Page Numbers: 64-83

Examining reliability of reading comprehension ratings of fifth-grade students' oral retellings (2013)

Authors: Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G; Sudweeks, Richard R; Wilcox, Bradley Ray

Publication Type: Journal Article, Academic Journal

Publisher: Association of Literacy Educators and Researchers

Volume: 52

Issue: 1

Page Numbers: 65-86

Rethinking teacher evaluation: A conversation about statistical inferences and value-added models. (2013)

Authors: Everson, Kimberlee; Feinauer, Erika; Sudweeks, Richard R

Publication Type: Journal Article, Academic Journal

Publisher: Harvard Education Publishing Group

City: Cambridge, MA

Country: USA

Volume: 83

Issue: 2

Page Numbers: 349-370

Abstract: click to view

Value-added estimates of teacher quality are attempts to determine to what degree a teacher theoretically would contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). The authors suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performed relative only to the students similar to those actually assigned to that teacher. This approach more closely fits the appropriate role of an accountability system—to estimate how well an employee performed in the job actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling.

Development of an instrument for measuring self-efficacy in cell biology (2011)

Authors: Reeve, Suzanne; Kitchen, Elizabeth; Sudweeks, Richard R; Bell, John D; Bradshaw, William

Publication Type: Journal Article, Academic Journal

Volume: 12

Page Numbers: 242-260

Multicultural representation in autism (2005)

Authors: Dyches, Tina T; Hobbs, Klint; Wilder, Lynn; Sudweeks, Richard R; Obiakor, Festus; Algozzine, Bob

Publication Type: Journal Article, Academic Journal

Volume: 1

Issue: 1

Page Numbers: 1-15

Abstract: click to view

There has been an increasing emphasis on multicultural issues as they relate to service and education provided to those with developmental disabilities such as autism. Research is just beginning to be conducted and disseminated on prevalence variability. The current study reports trends in the educational classification for multicultural students with autism. Results indicate that identification rates have increased for all racial/ethnic categories except for those who are Hispanic.

Multicultural Issues in Autism (2004)

Authors: Dyches, Tina T; Wilder, Lynn; Sudweeks, Richard R; Obiakor, Festus; Algozzine, Bob

Publication Type: Journal Article, Academic Journal

Volume: 34

Issue: 2

Page Numbers: 211-222

URL: link.springer.com/article/10.1023%2FB%3AJADD.0000022611.80478.73

Abstract: click to view

The professional literature provides ample evidence that individuals with autism exhibit a myriad of unusual social, communication, and behavioral patterns of interactions that present challenges to their families and service providers. However, there is a dearth of quality works on multicultural issues regarding autistic spectrum disorders. In this article, we explore issues surrounding autism and multiculturalism, with the intent not to provide answers but to raise questions for further examination. We focus our discussions on two primary issues: autism within cultural groups and multicultural family adaptation based on the framework of pluralistic societies in which some cultural groups are a minority within the dominant culture. We found differences in prevalence rates across races for autism and little information regarding how multicultural families adapt to raising a child with autism. Further, students with multicultural backgrounds and autism are challenged on at least four dimensions: communication, social skills, behavioral repertoires, and culture. Future research in these areas is clearly warranted.