Search results: special education classroom management

1948 results
Literacy 4-6 > Factor References > Motivation

Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210.

Math 3-6 > Strategy References > Cumulative Review

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Math 7-10 > Strategy References > Cumulative Review

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Math 3-6 > Strategy References > Cognitively Demanding Tasks

Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.

Math PK-2 > Strategy References > Learning Strategy & Tool "Fair"

Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.

Literacy 4-6 > Strategy > Acting/Role Play

Schneider, J. J., & Jackson, S. A. (2000). Process drama: A special space and place for writing. The Reading Teacher, 54(1), 38-51.

Adult Learner > Strategy References > Direct Instruction: Math Strategies

Gartmann, S., & Freiberg, M. (1995). Metacognition and mathematical problem solving: Helping students to ask the right questions. The Mathematics Educator, 6(1), 9-13.Hodzik, S., & Lemaire, P. (2011). Inhibition and shifting capacities mediate adults' age-related differences in strategy selection and repertoire. Acta Psychologica,Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.Manly, M., & Ginsburg, L. (2010). Algebraic Thinking in Adult Education. National Institute for Literacy.Mousley, K., & Kelly, R. R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143(4), 325-336.Nonesuch, K. (2006). Changing the Way We Teach Math. A Manual for Teaching Basic Math to Adults. Malaspina University College.Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.

Literacy PK-3 > Strategy References > Language Songs

Kraus, N. (2016). Music, hearing, and education: From the lab to the classroom. ENT and Audiology News 25(4), 94, 96.

Literacy 4-6 > Strategy References > Sound Level

Earthman, G. I. (2002). School facility conditions and student academic achievement. UCLA's Institute for Democracy, Education, and Access. Retrieved from https://escholarship.org/uc/item/5sw56439

Portrait of a Learner 4-8 > Strategy > Flexible Grouping

Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.