Search results: special education classroom management

2092 results
Portrait of a Learner 9-12 > Strategy References > Open Classroom Climate

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1).

Literacy 7-12 > Strategy > Response Devices

Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.

Portrait of a Learner PK-3 > Factor > Emotion

However, students who tend to experience more positive than negative emotions overall, and who are able to successfully manage and minimize stress, will have better overall psychological well-being.

Literacy PK-3 > Strategy > High Frequency Word List

Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

Literacy PK-3 > Strategy > High Frequency Word List

Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.

Literacy 4-6 > Strategy > Project-based Learning

Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.

Literacy 7-12 > Strategy > Project-based Learning

Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.

Math 7-10 > Strategy > Response Devices

Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 36(6), 822-847.

Adult Learner > Strategy References > Flexible Grouping

Bates, C. C. (2013). Flexible grouping during literacy centers: A model for differentiating instruction. YC Young Children, 68(2), 30.Bedford, L., Wiebe, M., & Tschida, M. (2008). Flexible grouping in the higher education learning environment._ Transformative Dialogues: Teaching and Learning Journal, 1_(3).Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping._ American Educational Research Journal, 43_(1), 137-154.Castle, S., Deniz, C. B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Education and Urban Society, 37(2), 139-150.Colon, G., Zgliczynski, T., & Maheady, L. (2022). Using Flexible Grouping. In High Leverage Practices for Inclusive Classrooms (pp. 265-281). Routledge.Dube, F., Bessette, L., & Dorval, C. (2011). Differentiation and Explicit Teaching: Integration of Students with Learning Difficulties. Online Submission.Ford, M. P. (2005). Differentiation Through Flexible Grouping: Successfully Reaching All Readers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL).Gremp, M., Manning, M. L., Rutland, J. H., & Krile, M. J. (2022). Applying Special Education High Leverage Practices to Enhance Learning in Higher Education Courses.Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory Into Practice, 41(1), 47-52.Hunter, W. C., Barnes, K. L., Taylor, A., Rush, C., & Banks, T. (2021). Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities. Multicultural Learning and Teaching, 0(0).

Adult Learner > Strategy References > Debriefing

Abulebda, K., Auerbach, M., & Limaiem, F. (2019). Debriefing Techniques Utilized in Medical Simulation. StatPearls, Table 1.Bae, J., Lee, J., Jang, Y., & Lee, Y. (2019). Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning. BMC Medical Education, 19(1), 1-8.Brown, D. K., Wong, A. H., & Ahmed, R. A. (2018). Evaluation of simulation debriefing methods with interprofessional learning. Journal of Interprofessional Care, 32(6), 779-781.Cheng, A., Grant, V., Dieckmann, P., Arora, S., Robinson, T., & Eppich, W. (2015). Faculty development for simulation programs: Five issues for the future of debriefing training. Simulation in Healthcare, 10(4), 217-222.Grant, V. J., Robinson, T., Catena, H., Eppich, W., & Cheng, A. (2018). Difficult debriefing situations: A toolbox for simulation educators. Medical Teacher, 40(7), 703-712.INACSL Standards Committee. (2016). INACSL Standards of Best Practice: SimulationSM Debriefing. Clinical Simulation in Nursing, 12, S21-S25.Macdiarmid, R., Neville, S., & Zambas, S. (2020). The experience of facilitating debriefing after simulation : A qualitative study. Nursing Praxis in Aotearoa New Zealand, 36(3), 51-60.Paige, J. T., Arora, S., Fernandez, G., & Seymour, N. (2015). Debriefing 101: Training faculty to promote learning in simulation-based training. American Journal of Surgery, 209(1), 126-131.Secheresse, T., Lima, L., & Pansu, P. (2021). Focusing on explicit debriefing for novice learners in healthcare simulations: A randomized prospective study. Nurse Education in Practice, 51.Seelandt, J. C., Walker, K., & Kolbe, M. (2021). "A debriefer must be neutral" and other debriefing myths: A systemic inquiry-based qualitative study of taken-for-granted beliefs about clinical post-event debriefing. Advances in Simulation, 6(1), 1-15.Tamas, E., Kallestedt, M.-L. S., Hult, H., Carlzon, L., Karlgren, K., Berndtzon, M., Masiello, I., & Allvin, R. (2020). Simulation educators in clinical work: The manager's perspective. Journal of Health Organization and Management, 34(2), 181-191.