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Full-Text Articles in Education
A Comparison Study Of The Executive Functioning Abilities And Reading Comprehension Skills Of Students In Response To Intervention, Catherine Schultheis Salum
A Comparison Study Of The Executive Functioning Abilities And Reading Comprehension Skills Of Students In Response To Intervention, Catherine Schultheis Salum
FIU Electronic Theses and Dissertations
Response to intervention (RTI) is a data driven framework that classifies students into three tiers and provides interventions at different levels of intensity (Flanagan, Ortiz, Alfonso, & Dynada, 2006; Fuchs, Fuchs, & Stecker, 2010, Gilbert et al., 2012). The screening assessments and interventions used for RTI have become generalized (Garcia, Gonzalez-Castro, Fernandez, & Rodriguez-Perez, 2012). Many schools implementing RTI use one screening instrument and one intervention for all struggling readers (Ezpeleta, Granero, Penelo, de la Osa, & Domenech, 2015; Flanagan et al., 2006; Garcia et al., 2012; Gilbert et al., 2012).
Executive functioning (EF) is a neuropsychological ability that regulates …
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Books and Monographs
This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
UNLV Theses, Dissertations, Professional Papers, and Capstones
The social-cognitive model of motivation states that students adopt a theory of the nature of intelligence that guides their goals in academia and their responses to academic setbacks. Students who believe intelligence is an unchanging entity within them are more likely to adopt goals to display high ability, hide low ability, and respond helplessly to failed schoolwork. Conversely, a student who believes intelligence is a measure of effort and persistence will be motivated to gather knowledge and acquire new skills. The current study investigated the role theories of intelligence play in the field of mathematics understanding. In two experiments, participants …
A Preliminary Investigation Of The Validity Of Time-Based Measures Of Sustained Attention For Children, Michael R. Kulfan
A Preliminary Investigation Of The Validity Of Time-Based Measures Of Sustained Attention For Children, Michael R. Kulfan
Antioch University Dissertations & Theses
This study is a preliminary investigation of the validity of using time-based measures to quantify sustained attention in children ages 6-12. Problems with sustained attention negatively affect childhood learning and development. The prevalence of disorders known to impact sustained attention performance continue to rise in the United States. Currently, commercially available, objective measures of sustained attention use normative comparisons that provide limited information about the effect such problems have on child performance in natural settings. We reviewed test data from 290 charts of children ages 6-12 referred for neuropsychological evaluation. The Test of Everyday Attention for Children (TEA-Ch) is an …