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Moeller, Babette; Duncan, Teresa; Schoeneberger, Jason; Hitchcock, John – Grantee Submission, 2022
As part of a federally funded grant, we conducted Math for All professional development workshops at elementary schools in the Midwest to support teachers' implementation of high-quality, standards-based mathematics education for a wide range of students, including those with disabilities. Our research included week-long instructional logs…
Descriptors: Elementary School Teachers, Mathematics Instruction, Teacher Attitudes, COVID-19
Babette Moeller; Teresa Duncan; Jason Schoeneberger; John Hitchcock; Matthew McLeod – Grantee Submission, 2022
Teacher quality, along with the school context, classroom practice, and student mathematics achievement, are the key components in Clarke and Hollingsworth's (2002) model that depicts teachers' professional growth as an ongoing, dynamic, and interactive enterprise. Comfort and preparedness are dispositions that, along with teacher knowledge, are…
Descriptors: Equal Education, Access to Education, Mathematics Instruction, Faculty Development
Civitillo, Sauro; Denessen, Eddie; Molenaar, Inge – Journal of Research in Special Educational Needs, 2016
Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a…
Descriptors: Secondary School Teachers, Teacher Attitudes, Student Diversity, Student Needs
Mallios, Nikolaos; Vassilakopoulos, Michael Gr. – International Association for Development of the Information Society, 2015
One of the most intriguing objectives when teaching computer science in mid-adolescence high school students is attracting and mainly maintaining their concentration within the limits of the class. A number of theories have been proposed and numerous methodologies have been applied, aiming to assist in the implementation of a personalized learning…
Descriptors: Programming, Computer Science Education, Computer Literacy, Skill Development
Huggins, Susan; Smith, Peter – Open Praxis, 2015
Navigating learning, formal or informal, can be overwhelming, confusing, and impersonal. With more options than ever, the process of deciding what, where, and when can be overwhelming to a learner. The concept of Open College at Kaplan University (OC@KU) was to bring organization, purpose, and personalization of learning caused by vast resources…
Descriptors: Higher Education, Models, Open Education, Educational Innovation
Drabble, Anne; Wilkins, Maddison; Middleton, Sarah; Lyndon, Louise; Zahra, Nathan – Australian Association for Research in Education, 2016
Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers'…
Descriptors: Rural Schools, Foreign Countries, Indigenous Populations, Professional Identity
Gentry, Ruben; Sallie, April P.; Sanders, Carrie A. – Online Submission, 2013
Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of their district and state. Through the use of differentiated instructional strategies, teachers can meet the varying needs of all students and help them to meet and exceed the established…
Descriptors: Individualized Instruction, Teaching Methods, Student Needs, Cognitive Style
Robinson, Lora; Maldonado, Nancy; Whaley, Jerita – Online Submission, 2014
The absence of differentiated instruction in many classrooms stifles success for students who do not learn the same way as their peers. Providing teachers with the knowledge and tools to differentiate in their classrooms may increase test scores and help low achieving students find success, while expanding the learning growth of gifted and…
Descriptors: Individualized Instruction, Curriculum Implementation, Classroom Techniques, Classroom Environment
Boone, Beth; Hill, Ada S. – 1980
The needs hierarchy developed by Abraham Maslow lends itself to the composition classroom. The hierarchy depicts five distinct need levels through which an individual travels: basic, safety/security, belonging/peer acceptance, ego/esteem, and self-actualization. From teacher observations and students' comments, need levels can be assessed and…
Descriptors: English Instruction, Individualized Instruction, Secondary Education, Student Attitudes

Scheuerman, Karl – 1976
Three quantitative measures which assess instructional material in terms of the rationale of adapting are reported. The first index is termed the consequence ratio, which evaluates diagnostic items in terms of how effectively time is used. The second measure, termed predictive validity, evaluates the accuracy of diagnostic test predictions. The…
Descriptors: Curriculum Evaluation, Diagnostic Tests, Individual Differences, Individualized Instruction
Witham, Joan; Linehan, Patricia – 1995
Elementary school teachers (N=109) were surveyed regarding their use of pretesting to determine individual student instructional needs prior to teaching units of the regular curriculum. Teachers varied in their amount of teaching experience and possession of specialized endorsements--33 teachers had an endorsement in gifted/talented education and…
Descriptors: Disabilities, Elementary Education, Elementary School Teachers, Inclusive Schools
Gervais, J. Donna; Baker, Mona – 1999
This paper describes Maine's high standards for all students and a model for personalizing instruction and assessment to fit student needs, thus providing fair opportunities for all children to achieve the standards. Maine's academic standards, the Learning Results, are structured in three levels: broad performance goals for all students (guiding…
Descriptors: Academic Standards, Educational Principles, Elementary Secondary Education, Individualized Instruction
VanTassel-Baska, Joyce – Gifted Child Quarterly, 2007
In this presidential address to the National Association of Gifted Children, the author presents a 10-step program that may be used by administrators at the program level and teachers at the classroom level to lead gifted education forward in its attempts to optimize learning for gifted learners as well as to address the needs of all learners.…
Descriptors: Academically Gifted, Elementary Secondary Education, Instructional Leadership, Administrator Role
Geis, George L.; Smith, Ron – 1983
Strategies of faculty development are considered, along with possible roles of faculty developers. The research on adult education is reviewed, and two areas are discussed: reasons why adults participate in adult education, barriers to participation, and self-directed learning activities. It is suggested that the application of some principles of…
Descriptors: Adult Education, College Faculty, Faculty Development, Higher Education
Wheaton, Peter J.; Vandergriff, Arvil F. – 1978
Training techniques available for school counselors which can be utilized in working with regular classroom teachers, special education teachers, placement committee staffings and in the liaison role currently emerging are described. The materials presented address the following areas of concern: (1) recent trends in special education programming,…
Descriptors: Counselor Role, Educational Innovation, Educational Legislation, Elementary Secondary Education