Zobrazeno 1 - 5
of 5
pro vyhledávání: '"David Furjanic"'
Publikováno v:
Journal of Educational and Psychological Consultation. :1-24
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::235c1af1cfa3c13b6df8dc80049ae010
https://doi.org/10.1080/10474412.2022.2132254
https://doi.org/10.1080/10474412.2022.2132254
Autor:
Rhonda N. T. Nese, Joseph F. T. Nese, David Furjanic, Sean C. Austin, Sara Izzard, Jillian C. Hamilton, Irin Mannan
Publikováno v:
Journal of Applied School Psychology. 38:352-379
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::32a55ab1d6f9ca814c488eca347fae78
https://doi.org/10.1080/15377903.2021.1968092
https://doi.org/10.1080/15377903.2021.1968092
Autor:
Mari Strand Cary, David Furjanic, Ben Clarke, Joseph F. T. Nese, Marah Sutherland, Lina Shanley, Lillian K. Durán
Publikováno v:
Early Childhood Research Quarterly. 55:119-128
Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a27759102da4b8b5c7cbcb45d1a5ba42
https://doi.org/10.1016/j.ecresq.2020.11.003
https://doi.org/10.1016/j.ecresq.2020.11.003
Autor:
Taylor Lesner, Keith Smolkowski, Nancy J. Nelson, Leanne Ketterlin Geller, Ben Clarke, Hank Fien, David Furjanic, Derek B. Kosty
Publikováno v:
Learning Disability Quarterly. 45:252-266
This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb7af96d3e50e554c28d36f76e15d094
https://doi.org/10.1177/0731948720972411
https://doi.org/10.1177/0731948720972411
Publikováno v:
Intervention in School and Clinic. :105345122311568
This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eacc6dd12e661b96adaa196c625fdfd2
https://doi.org/10.1177/10534512231156869
https://doi.org/10.1177/10534512231156869