Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Jenny C. Kao"'
Publikováno v:
Journal of Education for Students Placed at Risk (JESPAR). 28:7-46
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ea8fb920484da966d1e2ca0e15acfd43
https://doi.org/10.1080/10824669.2022.2123329
https://doi.org/10.1080/10824669.2022.2123329
Publikováno v:
Using Cognitive and Affective Metrics in Educational Simulations and Games
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b23f1e0658f6cff363099d8cc6dc7c9b
https://doi.org/10.4324/9780429282201-8
https://doi.org/10.4324/9780429282201-8
Autor:
Lisa S. Pao, Jenny C. Kao, Daniel DeBonis, Joanna P. Williams, Jill G. Ordynans, Rong Cheng, J. Grant Atkins
Publikováno v:
Journal of Educational Psychology. 108:1061-1077
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, compariso
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::748141be8027b41c0f5453db5cdb46a8
https://doi.org/10.1037/edu0000117
https://doi.org/10.1037/edu0000117
Publikováno v:
Applied Measurement in Education. 25:347-374
Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of thes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b15d8e7ebc2f4663a7656602a77652c6
https://doi.org/10.1080/08957347.2012.714693
https://doi.org/10.1080/08957347.2012.714693
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 114:1-26
Background/Context Testing accommodations have been widely utilized as a way of increasing the validity of content assessments for English language learner (ELL) students. However, concerns have also arisen regarding the appropriateness of accommodat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d11d15193a705a3341b82a5131675a62
https://doi.org/10.1177/016146811211400301
https://doi.org/10.1177/016146811211400301
Autor:
Seth Leon, Jamal Abedi, Jenny C. Kao, Robert Bayley, Kimberly Mundhenk, Nancy Ewers, Joan L. Herman
Publikováno v:
International Journal of Disability, Development and Education. 59:81-95
Assessments developed and field tested for the mainstream student population may not be accessible for students with disabilities (SWDs) as a result of the impact of extraneous variables, including cognitive features, such as depth of knowledge requi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b401a47def6770483a28d885637497b2
https://doi.org/10.1080/1034912x.2012.654965
https://doi.org/10.1080/1034912x.2012.654965
Autor:
Lisa Sullivan, Joan L. Herman, Seth Leon, Rita Pope, Ann M. Mastergeorge, Jenny C. Kao, Jamal Abedi
Publikováno v:
Applied Measurement in Education. 23:168-186
This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that wer
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::823c19258e339b6f83c25242a91742f2
https://doi.org/10.1080/08957341003673823
https://doi.org/10.1080/08957341003673823