Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Holly Long"'
Publikováno v:
Behavior Modification. 47:590-614
In recent years, virtual manipulatives have been explored and used as an alternative to concrete manipulatives in mathematics for students on their own and as part of manipulative-based instructional sequences. Researchers examining virtual manipulat
Publikováno v:
Advances in Special Education ISBN: 9781802626520
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::742b1afdf5393ee08af714996d939cb4
https://doi.org/10.1108/s0270-401320230000037004
https://doi.org/10.1108/s0270-401320230000037004
Autor:
Emily C. Bouck, Holly Long
Publikováno v:
Exceptionality. 30:126-139
Publikováno v:
Autism Spectrum Disorders ISBN: 9781003255147
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6816a48544225606b80776aa5205b675
https://doi.org/10.4324/9781003255147-19
https://doi.org/10.4324/9781003255147-19
Publikováno v:
Preventing School Failure: Alternative Education for Children and Youth. 66:126-135
Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020—extending ...
Publikováno v:
Investigations in Mathematics Learning. 13:197-213
Research exists on mathematical interventions to support elementary students experiencing mathematical difficulties, yet little examines the provision of such interventions within an online learnin...
Publikováno v:
TEACHING Exceptional Children. 54:178-190
Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulati
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 44:221-238
Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for stude
Publikováno v:
Journal of Special Education Technology. 36:67-76
A large number of students with and without disabilities—including students at-risk—are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based pract
Publikováno v:
Exceptionality. 29:197-214
Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete – with scaffolds a...