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Download full textWilson, Jane; Fang, Chloe; Rollins, Jenice; Valadez, Destinee – Multicultural Education, 2016
This project sought to gain a closer look at the contrast of oral language opportunities experienced by English learners and native speakers of English in order to draw implications for practicing teachers. Specifically, the authors explored how often and when English learners and native speakers of English engage in academic speaking in K-8…
Descriptors: Oral Language, English (Second Language), Second Language Learning, Language Proficiency
Direct linkSpiel, Craig F.; Evans, Steven W.; Langberg, Joshua M. – School Psychology Quarterly, 2014
The purpose of this study was to evaluate the degree with which Individualized Education Programs (IEPs) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD) conformed to best practices and included evidence-based services. Specifically, we examined the problem areas identified in the statement of…
Descriptors: Adolescents, Program Content, Program Evaluation, Attention Deficit Hyperactivity Disorder
Klehm, Mary – Teacher Education and Special Education, 2014
Many students with disabilities (SWD) are not meeting proficiency, and achievement scores disaggregated by disability status show that SWD are often not meeting progress targets established by states. A survey was developed to collect data from 218 general and special educators to analyze trends in teachers' attitudes and practices that may be…
Descriptors: Teacher Attitudes, Special Education Teachers, Attitudes toward Disabilities, Teaching Methods
Anderson, Barbara A. – ProQuest LLC, 2012
The purpose of this quantitative one-group pretest-posttest design study was to test the effectiveness of professional development for integrating technology in the curriculum of an urban Iowa middle school. Iowa middle school teachers are expected to integrate technology, to comply with Iowa Core Curriculum standards, by 2014. The participants…
Descriptors: Program Effectiveness, Faculty Development, Technology Integration, Urban Schools
Weinstein, Meryle; Whitesell, Emilyn Ruble; Leardo, Michele – Institute for Education and Social Policy, 2014
Informal science education institutions have been identified as critical participants in helping students succeed in science by working in collaboration with school systems across the country. The results of one such collaboration, the Urban Advantage (UA) program found that participation in UA improved student achievement, on average, by 0.6…
Descriptors: Urban Schools, Program Descriptions, Institutional Characteristics, Best Practices
Wammack, Deborah Langston – ProQuest LLC, 2012
The purpose of this study was to investigate the frequency of the best teaching practices (Small Group, Reading as Thinking, Representing to Learn, Classroom Workshop, Authentic Experiences, Reflective Assessment, and Integrative Units) and compare the difference between the structures and demographic variables (program size, student-teacher…
Descriptors: Best Practices, Teaching Methods, Nontraditional Education, Surveys
Royster, Otelia – ProQuest LLC, 2011
The problem addressed in this study was that regular education teachers lacked the training to include students with disabilities in inclusive classrooms. The evidence indicated that teachers were beginning to show greater levels of frustration, students were being referred out of the classroom, and many students were being sent to the special…
Descriptors: Inclusion, Faculty Development, Knowledge Level, Expertise
