eric.ed.gov har udgivet: This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible (adaptations must be feasible in the classroom), L-lively (adaptations must be lively and fun), E-eliminated (adaptations must have the goal of being eventually faded out), X-explicit (adaptations must have a definite explicit purpose), I-intentional (adaptions should be part of a comprehension individualized plan), B-beneficial (adaptations should benefit the student with disabilities without detracting from the learning of other students), L-limelight (adaptations do not place undue attention on the student with disabilities), and E-evaluated (adaptations should be evaluated on an ongoing basis). Chapter… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Formulae display:?Mathematical formulae have been encoded as MathML and are displayed in this HTML version using MathJax in order to improve their display. Uncheck the box to turn MathJax off. This feature requires Javascript. Click on a formula to zoom. Abstract Historically, the introductory course in statistics at the Norwegian University of Life Sciences (NMBU), has taken a traditional, lecture-based form. A previous study at NMBU concluded that the course structure appeared to disfavor certain cognitive or personality types, extraverts in particular. Therefore, in 2016, as an experiment, the course was restructured into a student active learning course following a flipped classroom approach. At the same time, students were encouraged to do an online screening test for cognitive preferences,… Continue Reading →
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eric.ed.gov har udgivet: This paper reports the findings of a study that assessed the effect of two classwide instructional grouping adaptation strategies on the math performance of English-language Latino learners in an urban public school in the Southwestern United States. An ABAB within-case design was implemented over a 12-week period to contrast the effectiveness of these adaptation strategies on the math performance of 19 low-, average-, and high-achieving first grade Latino students (ages 6-8). All instruction was conducted in Spanish, with the exception of 35 minutes in which students received English-as-a-Second-Language instruction. In Phase A, students worked independently in small heterogeneous groups of 4-5 high-, average-, and low-achieving students. In Phase B, peer tutoring was used following a teacher-led instruction. Dyads included students with different performance levels; students in each… Continue Reading →
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eric.ed.gov har udgivet: Rigorous evidence from around the world has shown that significant improvements in learning can be obtained at comparatively low cost by spending more, focused time ensuring that the bottom half of the class in the early grades does not get left behind. The authors present results from the Teacher Community Assistant Initiative (TCAI) that tests the provision of remedial education as one possible solution to low learning levels in school. The theory of change of this program is simple: primary schools across the developing world fail to equip pupils with basic literacy and numeracy skills, often because schools are not able to target teaching to the actual learning levels of pupils. TCAI data collection included a baseline, 6 rolling midlines and 2 endline surveys. Preliminary results from… Continue Reading →
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