eric.ed.gov har udgivet: This study used a multiple-baseline-across-subjects design to assess the effectiveness of a peer tutoring intervention for fluency in basic math facts. Specifically, this study assessed the rate of recall of multiplication facts throughout the intervention period and determined whether the progress was matched by improvement in actual classwork. In addition, maintenance of gains in fluency and classwork were assessed. The students targeted were fourth- and fifth-graders (n=8) selected from a combined classroom in an Appalachian elementary school. Children with mild disabilities were included in this classroom. Teacher recommendations along with a multiplication facts probe were used to select tutors and tutees. Baseline data were collected from tutees before intervention occurred. Tutors were trained by the experimenter (3 sessions), then were assigned a tutee. Peer tutoring sessions occurred… Continue Reading →
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eric.ed.gov har udgivet: This article describes a school librarian’s experience with initiating an Hour of Code event for her school’s student body. Hadi Partovi of Code.org conceived the Hour of Code “to get ten million students to try one hour of computer science” (Partovi, 2013a), which is implemented during Computer Science Education Week with a goal of bringing awareness of the value of including computer science in school curricula, and increasing future job opportunities for students worldwide. The author organized the Hour of Code event for her school with the expectation that the event would increase awareness among administrators, teachers, students, and parents of the value of a computer science education and create a demand for more computer science education in her school district. Students should be exposed to computer… Continue Reading →
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eric.ed.gov har udgivet: This project seeks to answer the question of which intervention practices are most effective for raising the academic attainment of GCSE maths pupils in England. The findings will have the potential to alleviate teacher workload and to raise pupil attainment by refining the intervention schemes employed in schools. The results will therefore also be useful to school policy makers as they plan their investment in interventions as well as teacher educators and their students in noting the importance of addressing pupil needs immediately and reflecting on their practice to assess its efficacy. The research was undertaken in a secondary school in the North West of England, following the progress of 185 pupils in year 11 from the beginning of the year to the end of the course… Continue Reading →
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eric.ed.gov har udgivet: Longitudinal trends revealed an increase in the prevalence of HISD students with disabilities compared to all students in the district from the 2017-2018 to the 2018-2019 academic year (7.2% to 7.5%). Students with disabilities were more likely to be male and Hispanic with a learning disability. An over-representation of African American students was evident over the past four years compared to other ethnic groups. The Office of Special Education Services (OSES) staff offered more than 1,200 professional development opportunities to school administrators, teachers, parents, and community stakeholders in targeted areas, including reading, math, writing, and behavior. There was a substantial increase in the percentage of initial evaluations (72.6%) and reevaluations (13.7%) for special education services, while the percentage of psychological evaluations more than tripled, and speech evaluations… Continue Reading →
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