Search results: special education classroom management

1873 results
Building Math PK-2 > Strategy > Strengths-based Approach

A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.

Portrait of a Learner 4-8 > Strategy > Strengths-based Approach

A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.

Portrait of a Learner PK-3 > Strategy > Strengths-based Approach

A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.

Portrait of a Learner 9-12 > Strategy References > Physical Activity & Exercise

Castro-Piñero, J., & Veiga, O. L. (2017). Objectively measured physical activity during physical education and school recess and their associations with academic performance in youth: The UP&DOWN study. Journal of Physical Activity and Health, 14(4), 275-282.

Math 7-9 > Factor References > References: Motivation

Alliance for Excellent Education. (2018). Science of adolescent learning: Risk taking, rewards, and relationships. Retrieved from https://all4ed.org/science-of-adolescent-learning-risk-taking-rewards-and-relationships/

Building Math PK-2 > Factor References > rts

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.

Portrait of a Learner 4-8 > Factor References > n

Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.

Building Math 3-6 > Strategy References > Visual Reading Aids

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.

Building Math 7-10 > Factor References >

Bargamadi, M., Mahdian, H., & Yamini, M. (2019). Comparison of the effectiveness of working memory and mindfulness training on educational well-being, academic self-regulation and academic achievement motivation of high school students. Iranian Journal of Educational Sociology, 2(2), 100-111.

Adult Learner > Strategy > 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.