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Whalley, Jacqueline; Settle, Amber; Luxton-Reilly, Andrew – ACM Transactions on Computing Education, 2023
Debugging is a core skill required by programmers, yet we know little about how to effectively teach the process of debugging. The challenges of learning debugging are compounded for novices who lack experience and are still learning the tools they need to program effectively. In this work, we report a case study in which we used a think-aloud…
Descriptors: Protocol Analysis, Novices, Troubleshooting, Programming
Kaitlyn G. Fitzgerald; Elizabeth Tipton – Grantee Submission, 2022
As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing…
Descriptors: Meta Analysis, Scientific Research, Evidence Based Practice, Decision Making
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Kaitlyn G. Fitzgerald; Elizabeth Tipton – Journal of Research on Educational Effectiveness, 2022
As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing…
Descriptors: Meta Analysis, Scientific Research, Evidence Based Practice, Decision Making
Stephanie Y. Shire; Stacy Arbuckle; Wenjing Bao – Grantee Submission, 2022
Purpose: Technology-enabled adaptations of efficacious in-person early intervention programs for young children with autism spectrum disorder have the potential to conserve resources while increasing access to specialized educational services. Usability testing of online programs can support participant engagement by aligning program navigation…
Descriptors: Technology Uses in Education, Early Intervention, Young Children, Autism
Stephanie Y. Shire; Stacy Arbuckle; Wenjing Bao – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: Technology-enabled adaptations of efficacious in-person early intervention programs for young children with autism spectrum disorder have the potential to conserve resources while increasing access to specialized educational services. Usability testing of online programs can support participant engagement by aligning program navigation…
Descriptors: Technology Uses in Education, Early Intervention, Young Children, Autism
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Cox, Sarah K.; Root, Jenny R. – Exceptional Children, 2021
The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Mathematics Skills, Students with Disabilities
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Russ, Rosemary S.; Odden, Tor Ole B. – Physical Review Physics Education Research, 2017
Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship…
Descriptors: Physics, Evidence, Undergraduate Students, Scientific Concepts
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Garner, Brette; Thorne, Jennifer Kahn; Horn, Ilana Seidel – Journal of Educational Administration, 2017
Purpose: Though test-based accountability policies seek to redress educational inequities, their underlying theories of action treat inequality as a technical problem rather than a political one: data point educators toward ameliorative actions without forcing them to confront systemic inequities that contribute to achievement disparities. To…
Descriptors: Evidence Based Practice, Data Interpretation, Accountability, Educational Policy