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Articles 31 - 41 of 41
Full-Text Articles in Entire DC Network
Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott
Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott
Special Education and Rehabilitation Counseling Faculty Publications
We taught a four-year-old boy diagnosed with autism and his older brother to engage in four pretend play scenarios using video modeling. The older brother acted in the video models with a typically developing peer. Both the participant and his sibling successfully engaged in the four scenarios during intervention as well as maintenance and generalization probes conducted in their home. This case study illustrated that siblings of children with autism can perform in video models as well as engage in pretend play with their sibling with autism. In addition, the child with autism may benefit from sibling-oriented interventions as indicated …
Promoting Positive Behavior: What Works And What Doesn’T, Marilyn Likins Ph.D., D. Andrews
Promoting Positive Behavior: What Works And What Doesn’T, Marilyn Likins Ph.D., D. Andrews
Special Education and Rehabilitation Counseling Faculty Publications
No abstract provided.
Code Red (Remediation And Enrichment Days): The Complex Journey Of A School And University Partnership's Process To Increase Mathematics Achievement, Patricia S. Moyer-Packenham, K. Dockery, S. Jamieson, J. Ross
Code Red (Remediation And Enrichment Days): The Complex Journey Of A School And University Partnership's Process To Increase Mathematics Achievement, Patricia S. Moyer-Packenham, K. Dockery, S. Jamieson, J. Ross
Teacher Education and Leadership Faculty Publications
This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title 1 elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment data were used to identify high-need areas for mathematics instruction. The Code RED Project sessions occurred in small groups over a 10-week period. Pre-and posttest assessments, as well as state-standardized tests, were used for data gathering during the project. Pre-and posttest data indicate that students made significant …
The Distant Exploration Of Wolves: Using Technology To Explore Student Questions About Wolves, Todd Campbell
The Distant Exploration Of Wolves: Using Technology To Explore Student Questions About Wolves, Todd Campbell
Teacher Education and Leadership Faculty Publications
No abstract provided.
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian Robert Belland, P. A. Ertmer, K. D. Simons
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian Robert Belland, P. A. Ertmer, K. D. Simons
Instructional Technology and Learning Sciences Faculty Publications
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located.We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings …
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …
Inst5280 - Blogs, Wikis, New Media For Learning, Spring 2006, David Wiley
Inst5280 - Blogs, Wikis, New Media For Learning, Spring 2006, David Wiley
Instructional Technology & Learning Sciences - OCW
Innovation continues to occur on the internet at an extremely lively pace. What was once the realm of email, FTP, Gopher, and the Web is barely recognizable a mere 10 years later. Keeping up with the speed of innovation and maintaining a familiarity with the most recent tools and capabilities is handy in some professions and absolutely critical in others. This course is designed to help you understand and effectively use a variety of "web 2.0" technologies including blogs, RSS, wikis, social bookmarking tools, photo sharing tools, mapping tools, audio and video podcasts, and screencasts.
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam
Instructional Technology and Learning Sciences Faculty Publications
This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …
The 2006 Orbis Pictus Award Winner And Other Outstanding Nonfiction Books, S. Wilson, C. Avery, K. Ford, M. Hancock, B. Y. Louie, Sylvia Read, E. C. Stephens
The 2006 Orbis Pictus Award Winner And Other Outstanding Nonfiction Books, S. Wilson, C. Avery, K. Ford, M. Hancock, B. Y. Louie, Sylvia Read, E. C. Stephens
Teacher Education and Leadership Faculty Publications
No abstract provided.
Tapping Into Students' Motivation: Lessons From Adolescents' Blogs, Sylvia Read
Tapping Into Students' Motivation: Lessons From Adolescents' Blogs, Sylvia Read
Teacher Education and Leadership Faculty Publications
No abstract provided.
A Penny's Worth Of Principles And Standards Using Scientific Notation, J. W. Staley, Patricia S. Moyer-Packenham, D. R. Sterling
A Penny's Worth Of Principles And Standards Using Scientific Notation, J. W. Staley, Patricia S. Moyer-Packenham, D. R. Sterling
Teacher Education and Leadership Faculty Publications
No abstract provided.