Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Casey Hord"'
Publikováno v:
Frontiers in Research Metrics and Analytics, Vol 8 (2023)
IntroductionMath achievement for economically disadvantaged students remains low, despite positive developments in research, pedagogy, and funding. In the current paper, we focused on the research-to-practice divide as possible culprit. Our argument
Externí odkaz:
https://doaj.org/article/a7e8b1def805470bb45bb29e7743fdb4
Autor:
Shelby Yates, Casey Hord
Publikováno v:
Education Sciences, Vol 13, Iss 8, p 767 (2023)
The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an interdisciplinary team of three special education and three psychology undergraduates who participated in a relational learning commu
Externí odkaz:
https://doaj.org/article/0df806b22c714234ae76066a9c0bb91e
Autor:
David L. Adams, Casey Hord
Publikováno v:
Education Sciences, Vol 13, Iss 7, p 726 (2023)
In the United States, students are increasingly diverse in their academic and linguistic abilities. The specialization of teaching professionals has been the primary method used in order to respond to this increase. Programs for these professionals h
Externí odkaz:
https://doaj.org/article/e0f0e6a1b15a40f5a46a8802b827e8a9
Autor:
Casey Hord, Jerry Woordward, Luo Si, Yan Ping Xin, Rachael Howard Kenney, Evan McClintock, Heather Lynn Johnson, Ron Tzur, Xianyan Jin
Publikováno v:
PNA: Revista de Investigación en Didáctica de la Matemática, Vol 7, Iss 3, Pp 85-102 (2013)
We present a synthesis of findings from constructivist teaching experiments regarding six schemes children construct for reasoning multiplicatively and tasks to promote them. We provide a task-generating platform game, depictions of each scheme, and
Externí odkaz:
https://doaj.org/article/27651d575f994ca8b2592130187b4649
Autor:
Janet Zydney, Casey Hord
Publikováno v:
International Journal of Designs for Learning. 14:62-69
In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cff1fc4dd4eaa3cb3778b7571cdbf0f0
https://doi.org/10.14434/ijdl.v14i1.35222
https://doi.org/10.14434/ijdl.v14i1.35222
Autor:
Casey Hord
Publikováno v:
Support for Learning. 38:4-16
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::67e6bb2ff458f317c634585c90f90e53
https://doi.org/10.1111/1467-9604.12425
https://doi.org/10.1111/1467-9604.12425
Autor:
Anna Fricano DeJarnette, Casey Hord
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 45:309-330
Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas—a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning—but this
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f91ca92eec20646671953ab29b5e32ab
https://doi.org/10.1177/08884064211073573
https://doi.org/10.1177/08884064211073573
Using visual strategies simultaneously to support students with learning disabilities in mathematics
Publikováno v:
Support for Learning. 36:327-341
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19eeb6f71629496b3c54d937a5fb60a3
https://doi.org/10.1111/1467-9604.12365
https://doi.org/10.1111/1467-9604.12365
Publikováno v:
TEACHING Exceptional Children. 54:394-403
In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy ski
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00b080a40cc689bf1f04f2e6999654c0
https://doi.org/10.1177/00400599211025548
https://doi.org/10.1177/00400599211025548
Publikováno v:
Support for Learning. 35:506-521
The authors of this study conducted an exploratory study of the teaching and learning processes of a tutor and a student with a mild intellectual disability (MID) while working on two-step equations. The researchers focused on situations in which the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e9588d23b7d3d4638f70dd3eb6d97d14
https://doi.org/10.1111/1467-9604.12330
https://doi.org/10.1111/1467-9604.12330