eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… Continue Reading →
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eric.ed.gov har udgivet: The widespread adoption of the Common Core State Standards (2010) has caused mathematics and special educators to reconsider instructional methods. The Common Core introduces eight Standards for Mathematical Practice that outlines the dispositions that should be fostered in students. Most notable are those that push students to analyze problems, create a solution, explain/prove their reasoning to others and critique other students’ methods. Although direct instruction has been the primary approach advocated in working with students who have disabilities, this approach tends to teach basic skill proficiency with less emphasis on the problem solving advocated in the Common Core. In this paper, we use examples from our own teaching to offer an alternative to direct instruction for special education teachers who are moving into mathematics or co-teaching, an… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Kentucky Academic Standards (KAS) in English language arts (ELA) and math. Examined are how and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment. Other district characteristics were examined such as percentage of students receiving free or reduced-price lunch, student achievement or growth… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment are examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from the… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL’s Implementation Study, which uses interview and survey data to explore how district administrators, principals, and teachers are understanding, experiencing, and implementing Ohio’s Learning Standards in English language arts (ELA) and math. How and what kinds of supports are provided to teachers of all students, including students with disabilities (SWDs) and English learners (ELs) who take the general state assessment were examined. This report highlights key survey findings on teacher perceptions on curriculum, professional development, assessments, technology, SWDs, and ELs. Detailed insights from… Continue Reading →
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eric.ed.gov har udgivet: The paper examines implications of the application of computer expert systems in the field of education, particularly special education. The development of expert systems in general is reviewed as are its applications in education as intelligent tutoring systems and in special education in the areas of student classification, teacher education, math teaching consultancy, and language teaching consultancy. The literature on the role of artificial intelligence is then reviewed noting concerns with increasing reliance on technology, the increasing tendency toward technological elitism, possible reductions in human creativity, and the need for man to control technology and not be controlled by it. While noting the contributions of computer managed learning to special education in individualizing learning and recordkeeping, the paper raises questions concerning effects of future more extensive use… Continue Reading →
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eric.ed.gov har udgivet: Success in primary and secondary school mathematics is becoming increasingly important to today’s teachers, students, parents and employment providers in Australia. Mathematics is viewed as high status and essential for a range of employment opportunities. The Disability Standards for Education [1] and the Australian Curriculum, Reporting and Assessment Authority [2] underscore the rights of students with disability to access the curriculum on the same basis as students without disability. They are entitled to rigorous, relevant and engaging learning opportunities drawn from Australian Curriculum content on the same basis as students without disability. Taking this context into account, this paper provides a work-in-progress report about a two year mathematics intervention project conducted in twelve special schools (Preparatory to Year 12) in Queensland, Australia. The purpose of the project… Continue Reading →
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