eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The study described in this report examined whether the use of “daily report cards” (“DRCs”) in elementary school classrooms improved behavior and academic achievement among students diagnosed with combined inattentive and hyperactive/impulsive attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD)/conduct disorder. Students with an Individualized Education Program (IEP) in grades 1-6 were recruited for the study and tested for ADHD to determine eligibility. Following an intake process that determined diagnosis and eligibility, a total of 63 students, each with a unique teacher, were randomly assigned either to the intervention condition (n = 33) or to the comparison condition (n = 30). The study assessed the effectiveness of “DRCs” by comparing behavioral and academic outcomes for the intervention and comparison groups at the conclusion of… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Countless reports have analyzed the impact of the No Child Left Behind Act of 2001 on teacher quality and student achievement. What many of these reports truly leave behind, however, is the reality that state governments–not the federal government–have the strongest impact on the work of America’s 3.1 million teachers. With that in mind, three years ago the National Council on Teacher Quality (NCTQ) began the process of analyzing states’ teacher policies. NCTQ analysts sifted through tens of thousands of pages of state codes, regulations and rules, regularly corresponding with state officials who graciously provided their important knowledge and perspectives. The “State Teacher Policy Yearbook” is the first project of its kind to provide a 360-degree detailed analysis of any and every policy that states have that… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home activities and daily take-home folders. Multiple intelligences strategies were implemented in reading, writing, and math classes. Data collection methods included surveys, observations and reflections, teacher-student conferences, exit cards, existing records and grade reports. The findings of this study showed positive effect on both student motivation and academic achievement. Students displayed an increase in positive attitude towards assignments, activities, and school overall; and 8 of 13 students achieved an increase in academic grades. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, & Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This report assesses Illinois’ academic performance from early childhood through postsecondary, providing a snapshot of how Illinois compares to other states and nations as we collectively work to provide all students a world-class education. The analysis is divided into three parts: (1) The first section examines how Illinois public schools serve 2 million students by spotlighting performance on key academic milestones such as 4th-grade reading, 8th-grade math, college readiness in core subjects and postsecondary graduation; (2) The second section examines the interlocking set of reforms that state education leaders, legislators and advocates have crafted to lay the foundation for future academic growth since the State We’re In: 2010. The report also illustrates how the various initiatives fit together to lay a strong academic foundation for Illinois going… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The “Intensive Intervention Practice Guides” are created for practitioners… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear–and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher “value-added” student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and “spreading the word” and enhancing the use of the model. The results of this study suggest that the RtI model has potential… Continue Reading →
Like this:
Like Loading...
Læst 16 gange