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Full-Text Articles in Education
Criteria For Transition For Self-Contained Classrooms, Christopher S. Marden
Criteria For Transition For Self-Contained Classrooms, Christopher S. Marden
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
This project was an effort to ascertain what skills regular and/or resource teachers require of self-contained students with learning disabilities in order to transition successfully in their classrooms. A twenty-one-question survey was given to regular and resource teachers in four junior high schools. This survey questioned teachers with regards to what the minimal academic, behavioral and procedural criteria should be mastered before students transition into regular classrooms. Once this information is received, self-contained teachers may analyze their curriculum, behavioral and classroom procedures to better mirror the requirements and the realities of the regular and/or resource classrooms.
Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary
Instructional Architect Teacher Professional Development Handouts, Mimi Recker, Andrew Walker, M. Brooke Robertshaw, Linda Sellers, Heather M. Leary
Instructional Technology and Learning Sciences Research
Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.
Paraprofessionals - An Invaluable And Indispensible Resource, D. E. Forbush, Robert L. Morgan
Paraprofessionals - An Invaluable And Indispensible Resource, D. E. Forbush, Robert L. Morgan
Special Education and Rehabilitation Counseling Faculty Publications
No abstract provided.