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Articles 1 - 4 of 4
Full-Text Articles in Education
Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman
Literacy Co-Teaching With Multi-Level Texts In An Inclusive Middle Grade Humanities Class: A Teacher-Researcher Collaboration, Kelly Chandler-Olcott, Kathleen A. Hinchman
Journal of Inquiry and Action in Education
This article reports on a middle school literacy intervention implemented during a yearlong teacher-researcher collaboration. The purpose of this collaboration was to combine and adjust commonly recommended pedagogical approaches to address the literacy needs of a heterogeneous group of seventh graders attending an urban school. University researchers designed and implemented the intervention with an interdisciplinary team of three teachers. The intervention drew on sociocultural theories of language and learning. It had three main features: integration of English and social studies, multi-level texts, and co-teaching of heterogeneous groups. Qualitative data included field notes from classroom observations and planning meetings, transcripts from …
The Technical Properties Of Science Content Maze Passages For Middle School Students, Evelyn S. Johnson, Carrie Semmelroth, Jennifer Allison, Teresa Fritsch
The Technical Properties Of Science Content Maze Passages For Middle School Students, Evelyn S. Johnson, Carrie Semmelroth, Jennifer Allison, Teresa Fritsch
Carrie Semmelroth
The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science texts to determine whether maze passages constructed from expository texts would have sufficient reliability and validity to serve as reading and science benchmarking tools. Participants included 367 seventh-grade students from three states. Students completed eight maze passages over three testing periods, a reading measure at two …
The Effects Of Peer Mediated Instruction To Teach Math Skills To Middle School Students, Ellen S. Bloyd
The Effects Of Peer Mediated Instruction To Teach Math Skills To Middle School Students, Ellen S. Bloyd
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to determine if there was a functional relation between a peer-delivered modified system of least prompts procedure (SLP) and an increase in level and trend of performance on finding the area of polygons or finding the volume of cylinders, spheres, and cones, and could the peer tutor reliably implement the modified SLP procedure with middle school students with mild to severe disabilities. A multiple probe days across participants design was used. Results from this study show that there was a functional relation across students in which students were able to make progress on academic …
Evaluating The Effectiveness Of Take Action: Making Goals Happen Curriculum, Kelly Wulf
Evaluating The Effectiveness Of Take Action: Making Goals Happen Curriculum, Kelly Wulf
Theses and Dissertations
As the accountability movement emerged with the passage of No Child Left Behind and the amendments of the Individual with Disabilities Education Act, there was a growing concern regarding how to best provide transition services for youth with disabilities. As Cobb, Lehmann, Newman-Gonchar, and Alwell (2008) have stated, a research base has emerged concerning the role of self-determination and other moderators that impact postschool outcomes. The purpose of this study was to identify if Choicemaker: Take Action: Making Goals Happen curriculum is effective in increasing global self-determination among middle school students with disabilities. Multiple Regression analysis was used with a …