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Eric.ed.gov – Classroom Strategies to Use with Students Following Traumatic Brain Injuries: Reading, Math, Writing, and Behavior

eric.ed.gov har udgivet: A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading, writing and math, The typical Behavior Improvement Plan of Antecedent, Behavior, Consequences does not work with a child after a TBI. Instead, a Behavior Improvement Plan should be developed based on the student’s learning style after the injury, incorporating his or her physical and cognitive capabilities. (Contains 1 figure.) Link til kilde

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Eric.ed.gov – Estimating Impacts on Students, Teachers, and Schools of Programs Targeted for Preschool through Transition to College–Lessons for Methodologists from the Designs of 117 Evaluations Being Conducted in the Investing in Innovation Fund (i3) Grant Program.

eric.ed.gov har udgivet: When presenting results from rigorous, field-based evaluations of educational interventions, researchers often reveal methodological barriers they face in designing studies to assessing program effectiveness. The evaluations funded by the Investing in Innovation Fund (i3) present a timely opportunity for identifying relevant and pressing issues arising in current education evaluations. With over $1 billion dollars invested in the implementation and evaluation of 117 education interventions, the i3 program represents a major investment by the U.S. Department of Education in educational interventions that will both serve students, teachers and schools, and generate evidence about intervention effectiveness. The breadth and number of i3 evaluations provides a unique opportunity to learn about the features of, and challenges encountered in, the design and implementation of the evaluations. Researchers from the National Evaluation… Continue Reading

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tandfonline.com – Using and rejecting peer feedback in the science classroom: a study of students’ negotiations on how to use peer feedback when designing experiments

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work. Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education. Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was… Continue Reading

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Eric.ed.gov – Teacher Perceptions of High School Students Underachievement in Science

eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading

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Eric.ed.gov – Rethinking Curriculum and Instruction: Lessons from an Integrated Learning Program and Its Impact on Students and Teachers

eric.ed.gov har udgivet: CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into… Continue Reading

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Eric.ed.gov – Using Tablet Computers as Instructional Tools to Increase Task Completion by Students with Autism

eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were… Continue Reading

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tandfonline.com – The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers’ expectation of students in meaning making on the nature of their slides and the quality of students’ note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students’ notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: ‘student-centred’, ‘student-directed’ and ‘teacher-centred’. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students’ critical-thinking ability. The… Continue Reading

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tandfonline.com – The Efficacy of Context Clue Strategy Instruction on Middle Grades Students’ Vocabulary Development

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study compares the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary knowledge of students who read at frustration level. The participants were 44 sixth-grade students from a middle grades school. Students were randomly assigned to experimental and control conditions. The experimental condition students were trained to use context clues to infer meaning from context using a direct instruction method. A contextual vocabulary test consisting of 30 multiple-choice items was used to assess the students’ understanding of the word meanings in context. The results indicated that the experimental condition demonstrated higher levels of improvement in the vocabulary knowledge than the control condition (which practiced a wide reading strategy.… Continue Reading

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tandfonline.com – Emotional eating behavior among University of Bahrain students: a cross-sectional study

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Given that the transition to university is a stressful experience, the present study aimed to assess how emotions affect eating behavior among students from the University of Bahrain. This was a cross-sectional study on 169 undergraduates, aged 17 to 36 years (average age, 20 ± 3 years), who completed an online survey that included questions based on the validated Emotional Appetite Questionnaire. The results showed that neither gender nor marital status had an effect on the reported eating behavior under different emotional states. Moreover, the majority of students reported eating less during negative emotional states (fear, sadness, anger, stress and depression). However, under loneliness and happiness, students tend to either sustain their food intake (45.6% and 55.0%, respectively) or to increase their… Continue Reading

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Eric.ed.gov – Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors’ Employment Status Influence Student Success? CCRC Working Paper No. 112

eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are… Continue Reading