eric.ed.gov har udgivet: This paper advocates using teaching methods in math and social studies instruction that take into consideration the students’ learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in… Continue Reading →
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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 →
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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 This study examined whether a three-month equine-assisted learning program improved measures of character skills in two independent cohorts of Year 1 youths, in a specialized secondary school for youths with difficulties coping with mainstream curriculum. In 2013, 75 students underwent intervention while 82 students did not. In 2014, 58 students underwent intervention and 59 students were waitlisted in semester 1; cross-over was performed in semester 2. The students were rated a week before, mid-way and a week post-intervention.… Continue Reading →
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eric.ed.gov har udgivet: This Campbell systematic review examines the effects of targeted school-based interventions on standardised tests in reading and maths. The review analyses evidence from 71 studies, 52 of which are randomised controlled trials. School-based interventions targeting students with, or at risk of, academic difficulties in Grades 7-12 have on average positive effects on standardised tests in reading and maths. The most effective interventions have the potential to considerably decrease the gap between at-risk and not-at-risk students. Effects vary substantially between interventions, however, and the evidence for using certain instructional methods or targeting certain domains is weaker. This review examines the effects of a broad range of school-based interventions targeting students with, or at risk of, academic difficulties on standardised tests in reading and maths. Included interventions changed instructional… Continue Reading →
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