Zobrazeno 1 - 10
of 127
pro vyhledávání: '"Lindy Crawford"'
Publikováno v:
Behavioral Disorders. 47:28-39
The Scales for Assessing Emotional Disturbance–Third Edition Rating Scale (SAED-3 RS; Epstein et al.) is a standardized, norm-referenced measure designed to aid in the identification process by providing useful data to professionals determining eli
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86f4d27278561c9580420a2abb807aad
https://doi.org/10.1177/0198742920969152
https://doi.org/10.1177/0198742920969152
Autor:
Joe Harris, Lindy Crawford
Publikováno v:
International Journal of Disability, Development and Education. 69:1235-1248
Authors share an initial exploration of the pedagogy practiced at The Camphill School, specifically in relation to the integration of technology into its program. An approved private school situate...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb1c4f87b47c74425f5b54ce52e9ddaa
https://doi.org/10.1080/1034912x.2020.1784555
https://doi.org/10.1080/1034912x.2020.1784555
Publikováno v:
Learning Disability Quarterly. 42:192-203
In this overview of implementation science and implementation fidelity in the field of learning disabilities, authors provide a brief summary of current research related to implementation science followed by an introduction of the articles in this sp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eda4b7b476937f58cf27fadb5147cc7a
https://doi.org/10.1177/0731948719851512
https://doi.org/10.1177/0731948719851512
Publikováno v:
Int J Dev Disabil
In the United States, educational inclusion of students with intellectual disabilities is relatively new. It was not until 1975 that the right to a “free appropriate public education” for children with disabilities was recognized, and not until 1
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3c0411649b2a02ae1d31793b0aa2eafc
https://doi.org/10.1080/20473869.2019.1613849
https://doi.org/10.1080/20473869.2019.1613849
Autor:
Lindy Crawford, Sarah Quebec Fuentes, Jacqueline Huscroft-D’Angelo, Barbara Freeman, Kristina N. Higgins
Publikováno v:
Learning Disability Quarterly. 42:217-230
Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::39daa8ed64cbb0b6979b9047d0bdcdf6
https://doi.org/10.1177/0731948719840774
https://doi.org/10.1177/0731948719840774
Autor:
Lindy Crawford
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f03fb9b5218a07d8f03ce6d8357216fb
https://doi.org/10.3102/1572789
https://doi.org/10.3102/1572789
Publikováno v:
Intervention in School and Clinic. 54:225-234
Meaningful inclusion of quantitative reasoning into mathematics instruction requires meaningful ways to evaluate it. Few formative assessments exist to evaluate the strategies students use when reasoning mathematically. The Framework for Evaluating Q
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f0b26bc27fa5d51de5b4de8dfd3684b
https://doi.org/10.1177/1053451218782443
https://doi.org/10.1177/1053451218782443
Publikováno v:
Journal of Educational Computing Research. 57:283-319
Several studies show that using technology as an intervention tool in mathematics influences student outcomes, motivation to learn, and attitude about learning. However, no meta-analysis exists that examines all three of these characteristics combine
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::448c6aafe401778196eecbc492e44233
https://doi.org/10.1177/0735633117748416
https://doi.org/10.1177/0735633117748416
Publikováno v:
Social welfare : interdisciplinary approach. 6:108-123
Paper presents research on the perception of technology use including dimensions of computer self-efficacy, motivation, and independence of use of electronic support tools of students with learning difficulties in the context of an online mathematics
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c38dc0b8cd42d287913d7896b9c8be0e
https://doi.org/10.21277/sw.v2i6.258
https://doi.org/10.21277/sw.v2i6.258