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Full-Text Articles in Education
Achievement Gaps And The Doubly Disadvantaged: The Intersection Of Socioeconomic Status And Race/Ethnicity On Math And Reading Trajectories, Littisha A. Bates
Achievement Gaps And The Doubly Disadvantaged: The Intersection Of Socioeconomic Status And Race/Ethnicity On Math And Reading Trajectories, Littisha A. Bates
Journal of Contemporary Research in Education
Numerous studies have examined both the income and race/ethnic achievement gaps. These gaps are particularly striking in the case of minority children, who are more likely than their non- Hispanic white counterparts to be living in poverty. This overlap in achievement gaps makes it difficult to clearly identify the most disadvantaged children. Using two designations in No Child Left Behind (NCLB), socioeconomic status and race/ethnicity, this study examines math and reading trajectories as children move through elementary school. Applying multilevel growth curves to four waves of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, I examine the intersection of …
Improving Preservice Teachers’ Knowledge Of Response-To-Intervention (Rti): How Online Professional Development Modules Can Help?, Nai-Cheng Kuo
Improving Preservice Teachers’ Knowledge Of Response-To-Intervention (Rti): How Online Professional Development Modules Can Help?, Nai-Cheng Kuo
Journal of Contemporary Research in Education
Response-to-intervention (RTI) is “a multi-tier approach to the early identification and support of students with learning and behavior needs” (RTI Action Network, 2014). RTI began to be recognized around 2004, when the Individuals with Disabilities Education Act (IDEA) was reauthorized. In the midst of a national movement toward increasing uses of RTI, the development of knowledge of RTI for preservice teachers who will be engaged in its implementation is of high importance. This study examined the impact of a set of online professional development modules— IRIS modules—on preservice teachers’ knowledge of RTI. Many federal dollars have been invested in the …
An Investigation Of Attitudes And Perceptions Toward Inclusion: Comparing Preservice Teachers To First Year Teachers, Nancy Douglas, Jerilou Moore, Kevin Stoltz
An Investigation Of Attitudes And Perceptions Toward Inclusion: Comparing Preservice Teachers To First Year Teachers, Nancy Douglas, Jerilou Moore, Kevin Stoltz
Journal of Contemporary Research in Education
Over the last decade, the federally mandated “push” for full inclusion has changed the dynamics of general education classrooms to the extent that teachers no longer feel adequately prepared to teach. Teacher preparation programs are vested with the responsibility to prepare preservice teachers so they can provide a learning environment that meets the federal mandate of Least Restrictive Environment (LRE). A lack of preparation may affect the pre-service teachers’ attitude and perception of students with disabilities in a general education classroom. The purpose of this quantitative cross-sectional study was to explore preservice and first year teacher beliefs about preparation concerning …