eric.ed.gov har udgivet: This collection of lesson plans is designed to help students with disabilities meet Arizona academic standards and learn different types of self-determination skills. Lesson plans are provided for students in grades K-12 with different disabilities and address: (1) oral language, including identifying homonyms; (2) reading acquisition, including teaching reading using the Fernald (VAKT) Method, making words, and fluency; (3) reading comprehension; (4) study skills, including improving test taking skills, managing daily activities, and organizing notebooks; (5) social skills, including social behavior skill development, peer relationships, and giving and receiving compliments; (6) math computation; (7) math problem solving, including balancing checkbooks; (8) written expression, including self-expression, proofreading, and writing conventions; and (9) technology, including using the Internet and team teaching with computers. For each lesson, a targeted academic… Continue Reading →
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eric.ed.gov har udgivet: NASA CONNECT is an annual series of integrated mathematics, science, and technology instructional distance learning programs for students in grades 6-8. This program is designed for students to learn about the evolution of flight. The program has three components–television broadcast, Web activity, and lesson guide–which are designed as an integrated instructional package. Students learn how the Wright Brothers became the first human beings to successfully design, construct, and fly an airplane and which method the Wright Brothers used in designing their airplane. Students also observe NASA engineers and researchers using problem-solving skills to design wings that will change their shape during flight. By conducting hands-on and Web activities, students make connections between NASA research and the mathematics, science, and technology they learn in the classroom. The educator… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract This editorial provides an introduction to the special issue, Infusing active learning into precalculus and calculus courses: Insights and lessons learned from mathematics departments in the process of change. We begin with providing the background for the special issue, including an overview of the current status of active learning in precalculus through calculus, what many of the papers in this issue mean by the term “active learning” (inquiry based mathematics education), and a brief overview of the literature on institutional change. We then offer an overview of each of the three issues, explaining how various papers relate to each other within each issue. We conclude the editorial with some reflections on the institutional changes efforts in light of the… Continue Reading →
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eric.ed.gov har udgivet: This document presents the evaluation results for the Title VII Special Alternative Instructional Program grant to Cicero Public School District 99 (Illinois) for the 1994-95 school year. This was the third year of funding and implementation of this grant, which provided summer school funds with emphasis in building literacy through the use of mathematics and science. A program director, 18 teachers, and 5 staff members served 180 students in grades 3 through 6 in the evaluation year. In the course of the evaluation, several on-site visits were made, and many pieces of additional data were analyzed. The program was designed to increase literacy development for students who have achieved some oral proficiency in English and are designated Limited English Proficiency (LEP). A dual purpose was to increase… Continue Reading →
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eric.ed.gov har udgivet: This study evaluated an instructional model entitled “Integrating Computer Software into the Functional Mathematics Curriculum: A Diagnostic Approach,” which was intended to prepare middle-school special education students for the Maryland Functional Mathematics Test. The model consisted of eight major components: pretests/posttests, diagnostic evaluations, domain directories, software matrix, software summaries, skill sheets, computer software, and miscellaneous materials. The model was evaluated by comparing math performance and attitudes of students who received instruction based on the model with those of matched control students, and by conducting interviews with teachers using the model. Analysis of scores of 26 experimental and 26 comparison subjects on the 9th-grade Maryland Functional Mathematics Test indicated that 27% of experimental subjects passed the test, while 12% of the comparison students passed. Interviews with 17 teachers… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study investigates the impact of the presence of students identified as having special needs (SEN) on their classmates’ achievements in reading comprehension. Multi-level regression modelling was conducted with the data of more than 75,000 fourth graders of 4,937 classes in Austria. Students’ scores of reading comprehension were used as the dependent variable in the models. The number of students with SEN was used as the independent variable, besides other class-level predictors like the socio-economic status or the self-concept. To disentangle individual from classroom composition aspects, variables at the individual level were used as independent variables as well (gender, age, first language, number of books at home, socio-economic background, kindergarten attendance, and self-concept). Results show only a small… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. The Assessment Criticals emphasised assessment as a harmful action, and they had fewer prior studies and less teaching experience. The Assessment Positives emphasised assessment for teaching and learning,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT School closures due to the worldwide COVID-19 pandemic put challenges on teachers, students and their parents. In particular, students with special educational needs or students with low achievement levels who need more support in learning may have more difficulties coping compared to their peers. Using longitudinal data of the German National Educational Panel Study, the circumstances of students in secondary school during the time of school closures are characterised, in particular focusing on students who have been diagnosed with special educational needs or showing low achievement levels at the end of primary school. Overall, parents of students with special educational needs or low achievement levels do not report more challenges with respect to the situation of learning at… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The school closures during the COVID-19 outbreak triggered ashift towards digital learning. Whilst this is amajor challenge for mainstream education, the implementation of digital learning poses an even bigger challenge for special education teachers, as they are confronted with different learning requirements which might hinder digital learning processes. Previous research identified obstacles to digital learning in mainstream education, but conditions of digital learning in special education remain unclear. This article aims to provide insights on conditions of digital learning in special education at teacher-, school-, and student-levels. We examined whether the intention to use digital learning in special education is predicted by (1) teachers’ self-efficacy, attitudes and their perceived usability of digital learning, (2) perceived organisational support and (3) perceived… Continue Reading →
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eric.ed.gov har udgivet: This study compared the effects of two different special educator roles within high school algebra classes containing special needs students. The special educator served as either in-room assistant or as co-teacher. The study was conducted for one chapter of algebra study over a 3-week period. No significant differences between groups were found prior to the treatment. Following the two treatments, students in the co-teaching condition scored significantly higher in achievement than did students in the in-room assistance group or the control group. Females in the co-teaching condition achieved significantly higher scores than did females in the control group. Females receiving in-room assistance also scored significantly higher than control group females. No significant findings in achievement were found for males or for students receiving special education services. Appended… Continue Reading →
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