Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Allison G. Kretlow"'
Autor:
Allison G. Kretlow, Shawnna Helf
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 36:167-185
Federal mandates more than a decade old require the use of evidence-based practices in schools, and an abundance of meta-analytic evidence for reading instruction exists; however, the long lamented research to practice gap in education gives reason t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4b3ccdcf01e755844231759a120c2495
https://doi.org/10.1177/0888406413489838
https://doi.org/10.1177/0888406413489838
Autor:
Allison G. Kretlow, Sharon L. Blatz
Publikováno v:
TEACHING Exceptional Children. 43:8-19
teacher at Wyatt Elementary School. She completed 2 weeks of intensive professional development just before school started, learning about the materials to be used for the school’s new reading program for kindergarten and first grade. She then spen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a219c58a7aa67131ea3a90a78408f16
https://doi.org/10.1177/004005991104300501
https://doi.org/10.1177/004005991104300501
Publikováno v:
Remedial and Special Education. 33:348-361
Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examine
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::befdf594a2d492390714063680f9af66
https://doi.org/10.1177/0741932510395397
https://doi.org/10.1177/0741932510395397
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 33:279-299
The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of lit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::046788fa8deafd6019645d285767f897
https://doi.org/10.1177/0888406410371643
https://doi.org/10.1177/0888406410371643
Publikováno v:
The Journal of Special Education. 45:28-42
Many educators are reluctant to use scripted instruction, reporting that scripts are mechanical in nature and only appropriate for low-level skills. This study sought to investigate the impact of a supplemental program’s script on the rate of on-ta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ece7eafdad4097a1dbd1a98a2f3de0c
https://doi.org/10.1177/0022466910361955
https://doi.org/10.1177/0022466910361955
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 54:137-144
Substantial research supports the need for early intervention efforts for students at risk for failure. Despite the empirically documented importance of early, explicit reading intervention for students who enter school without critical prereading sk
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34f14b31cc78ef7ffeefa1e053dcd6fb
https://doi.org/10.1080/10459880903492924
https://doi.org/10.1080/10459880903492924
Publikováno v:
The Journal of Special Education. 44:234-246
Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7c091df1af498db41e573e09ed1f0ec6
https://doi.org/10.1177/0022466909341333
https://doi.org/10.1177/0022466909341333
Publikováno v:
Rural Special Education Quarterly. 28:39-47
Teachers in rural schools benefit from efficient, low-tech, low cost interventions to improve student engagement, achievement, and overall classroom-related social behaviors. The response cards strategy has shown effectiveness with a range of student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bd84ae5ebec6cba9b82439e4c979de04
https://doi.org/10.1177/875687050902800206
https://doi.org/10.1177/875687050902800206