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Special Education and Teaching Commons™
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- Addition with regrouping (1)
- Concrete-representational-abstract teaching sequence (1)
- Elementary education (1)
- Explicit instruction (1)
- Fifth-grade (1)
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- Mathematics (1)
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- Special education administration;special education and teaching;curriculum and instruction;elementary and middle and secondary education administration;elementary education and teaching (1)
- Subtraction instruction (1)
- Subtraction with regrouping (1)
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Articles 1 - 3 of 3
Full-Text Articles in Special Education and Teaching
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Masters Theses & Specialist Projects
Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and …
The Relationship Between Instructional Delivery And Academic Motivation Of Included Elementary School Students With Special Needs, Daniele L. Kass
The Relationship Between Instructional Delivery And Academic Motivation Of Included Elementary School Students With Special Needs, Daniele L. Kass
Walden Dissertations and Doctoral Studies
Federal and local school system reports demonstrate an academic achievement gap in inclusive classrooms between students with and without disabilities, prompting attention to alternative instructional practices that support motivation and performance of included students. The purpose of this concurrent nested mixed method study was to fill a void in the literature and explore the impact of interdisciplinary thematic instruction on the motivation levels and performance outcomes of 6 included 5th-grade elementary students with special needs. A multiple case study design guided observations and interviews of 3 participants receiving interdisciplinary, theme-based instruction and 3 participants who continued to receive the traditional, …
Effects Of Explicit Subtraction Instruction On Fifth Grade Students With Learning Disabilities, Danielle Ferreira
Effects Of Explicit Subtraction Instruction On Fifth Grade Students With Learning Disabilities, Danielle Ferreira
UNLV Theses, Dissertations, Professional Papers, and Capstones
This study involved an investigation of the effects of strategy instruction integrated with the concrete-representational-abstract teaching sequence on students with learning disabilities. A multiple probe design across subjects with one replication was used in this study. Two sets of data were analyzed to determine effectiveness of the independent variable (intervention lessons). The first data set consisted of pre and posttest percentage scores and the second data set consisted of baseline, intervention, and maintenance probe scores that were collected throughout the study per the parameters of a multiple probe design. The probe scores were plotted in line graph format and analyzed …