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Full-Text Articles in Education
G.E.D In 3 Voices: Reconsidering What We Perceive As “Deficits”, C. Amelia Davis
G.E.D In 3 Voices: Reconsidering What We Perceive As “Deficits”, C. Amelia Davis
Adult Education Research Conference
In this research, I experiment re-presenting particular stories through poetic texts that contextualize and capture rich detail while honoring difference in experience between GED students and instructors. Drawing upon the evocative and consequential nature of performative writing I attempt to weave images through meaning, inviting readers to fill in the gaps, noting places where they are pushed to spaces that are difficult to fully understand or interpret.
Ua35/11 Wku Honors College Fact Book, Wku Honors College
Ua35/11 Wku Honors College Fact Book, Wku Honors College
WKU Archives Records
Publication promoting WKU Honors College and highlighting activities of students Jennifer Dooper, Khalela Hatchett, Joe Chavarria-Smith, Rachel Reetzke and Jonathan Brantley.
Ua45/6 Registrar Commencement File, Wku Archives
Ua45/6 Registrar Commencement File, Wku Archives
WKU Archives Collection Inventories
Commencement and baccalaureate programs. Commencement programs list students authorized to graduate. Commencement schedules are included with the programs when they exist. These include information regarding concerts, alumni meetings and other activities during commencement week. Also includes audio and video tapes of commencements.
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
The Effects Of Folding-In Of Basic Mathematics Facts For Students With Disabilities, Tamara D. Bertini, Dara Coffrey, Kristine D. Swain
Special Education and Communication Disorders Faculty Publications
Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.