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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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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eric.ed.gov har udgivet: Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores student teachers’ academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the ‘academic’ part of teacher education, we know little about student teachers’ academic learning practice as learners in higher education. The paper reports on a Norwegian study of 24 student teachers and shows how the theory of practice architectures can usefully illuminate some of the difficulties students encounter in their initial teacher education. The findings are mainly elaborated in the construction of two student teachers’ stories. Using the theory of practice architectures, we argue that the rationales for student teachers’ criticisms of teacher education are more nuanced than they are commonly presented in the research literature. We also… Continue Reading →
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eric.ed.gov har udgivet: In a multi-tiered system of support, we often conceptualize intensive interventions as supplemental academic or behavior supports delivered to a small group of students at Tier 2 or intensive, individualized supports at Tier 3. At Tier 2, some students may not initially respond to the standard protocol of an intervention. In these situations, it may be useful to adapt or intensify components of the intervention to improve student responsiveness before moving a student to a more intensive, individualized intervention. There are some evidence-based teacher practices that can be used to intensify supports for students who struggle with academics or behavior in the context of both Tier 1 and Tier 2 supports. One evidence-based teacher practice that can be used to intensify supports for students is increasing opportunities… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Connections to research and professional practice are both essential components of engineering education, although handled differently across engineering programmes. The aim of this paper is to identify discourses on these components across three engineering programmes to in depth understand these variations. A discourse analysis was conducted on interviews, documents and observations and the results show three distinct discourses: the relevance and usefulness discourse, primarily emphasising engineering professional practice and connections to industry; the research and independence discourse, primarily accentuating research connections and independence from external actors; and the dual coupling and sustainability discourse, mainly highlighting a combination of connections to research and professional practice, along with a focus on sustainable development. The overall function of the discourses is… 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 Abstract Although advances have been made in educational research, broad discrepancies continue in the educational experiences and outcomes of subgroups of youth. Research that focus on “what works” and tiered-models of evidence-based practices may not be well suited for tailoring interventions to support diverse learners. Building from dynamic systems and ecological perspectives of development, this article considers how educational research can be reformed to be responsive to cultural and ecological factors that impact the relevance of educational practices and student outcomes. Research is needed that fosters supported professionalism for teachers and promotes their expertise to use data to adapt interventions to the needs of subgroups. It is suggested that tiered systems of adaptive supports can be developed to better… Continue Reading →
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eric.ed.gov har udgivet: Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The aim is to describe special education teacher students’ learning in the field of tension between informal learning during day-to-day work and formal university education. From the theoretical framework of Wenger-Trayner and Wenger-Trayner, we perceive the students as moving on a learning trajectory through a landscape of practice. The students visit some of the landscapes of practice and others they ignore. The students are rejected in some landscapes and in others they are welcomed. The students are experiences of identification as well as dis-identification. Quantitative data were generated from surveys with students at the beginning of their training, at the end of their studies, or after graduation. The results of the questionnaire indicate that the length of time… Continue Reading →
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