Search results: special education classroom management

1976 results
Portrait of a Learner PK-3 > Factor References > Emotion

Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.

Literacy 4-6 > Strategy References > Sentence Frames

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.

Portrait of a Learner 9-12 > Factor References > Vision

Pinquart, M., & Pfeiffer, J. P. (2011). Bullying in German adolescents: Attending special school for students with visual impairment. British Journal of Visual Impairment, 29(3), 163-176.

Math PK-2 > Strategy References > Translanguaging

Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393–420.

Literacy 7-12 > Strategy > Text Chats

Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.

Literacy PK-3 > Strategy References > Brief Instruction Steps

Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.

Literacy PK-3 > Strategy > Predictability: Environment & Structure

Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

Math PK-2 > Strategy > Predictability: Environment & Structure

Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

Literacy 7-12 > Strategy References > Daily Review

Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.

Literacy PK-3 > Strategy References > Strengths-based Approach

López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212.