Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Richard Allen Carter"'
Publikováno v:
Online Learning, Vol 20, Iss 4 (2016)
Students with disabilities represent a growing number of learners receiving education in K-12 fully online learning programs. They are, unfortunately, also a large segment of the online learning population who are not experiencing success in these en
Externí odkaz:
https://doaj.org/article/f3daa5bce1ec409d80af19ed90160eab
Publikováno v:
Online Learning, Vol 19, Iss 5 (2015)
As participation in online learning grows, so do concerns around the ways in which students with disabilities are served in virtual school programs, both full and part-time. At the crux of this struggle is the way in which federal and state laws (man
Externí odkaz:
https://doaj.org/article/98a59a80517d4806893d1a1ddf398060
Autor:
Richard Allen Carter, Ling Zhang, Tiffany L. Hunt, Lisa Bloom, Tahnee L. Wilder, Sohyun Yang, Christine Parsons
Publikováno v:
Teachers and Teaching. 29:422-438
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a667565e3f79c7cc2699710c58bbec33
https://doi.org/10.1080/13540602.2023.2191184
https://doi.org/10.1080/13540602.2023.2191184
Publikováno v:
Journal of Computer Assisted Learning. 38:1639-1656
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53eb9a7a2ebbbb7c5ee955626c0f6aa2
https://doi.org/10.1111/jcal.12725
https://doi.org/10.1111/jcal.12725
Publikováno v:
British Journal of Educational Technology. 53:620-646
This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VO
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e0a931f717b50c37f2a85fdb41b513c
https://doi.org/10.1111/bjet.13191
https://doi.org/10.1111/bjet.13191
Autor:
Ling Zhang, James D. Basham, Sohyun Yang, Richard Allen Carter, Cassandra H. Williams, Haidee A. Jackson
Publikováno v:
Learning Environments Research. 25:379-397
Universal Design for Learning (UDL) is defined as a scientifically-valid instructional framework for guiding the design of learning environments that support all students. The implementation of UDL often requires proactive considerations of learner v
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7069bfab2a4a836a21c6e8fe99b6e8d0
https://doi.org/10.1007/s10984-021-09364-z
https://doi.org/10.1007/s10984-021-09364-z
Autor:
Sohyun Yang, Christopher R. Emerling, Tiffany Hunt, Ling Zhang, Richard Allen Carter, Haidee A. Jackson
Publikováno v:
TEACHING Exceptional Children. 54:192-201
Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07ae1587f52eac5e628e41ef76d98f4a
https://doi.org/10.1177/0040059921996730
https://doi.org/10.1177/0040059921996730
Publikováno v:
Policy Futures in Education. :147821032311795
Universal Design for Learning (UDL) has been frequently discussed as a framework that guides the design of inclusive learning environments for all students with and without disabilities. This policy brief reports on findings of a content analysis of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f0a2c6539aceb3bfa3e28b84a62ba5a
https://doi.org/10.1177/14782103231179530
https://doi.org/10.1177/14782103231179530
Publikováno v:
The Journal of Special Education. :002246692311655
Investigating the extent to which professional organization standards reflect family–professional partnerships can identify opportunities for professional organizations to enrich a focus on partnerships, thus better-preparing education professional
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f81f0290c8c9dd4f94f4e1562687ecd
https://doi.org/10.1177/00224669231165502
https://doi.org/10.1177/00224669231165502
Publikováno v:
Journal of Education for Teaching. 47:296-299
The Every Student Succeeds Act (ESSA, 2015) highlighted technology-based personalised learning (PL) as a means of providing equitable learning experiences for all students. Many states have put for...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bbe55ccf2cccd945ee310a641e2136d7
https://doi.org/10.1080/02607476.2021.1885286
https://doi.org/10.1080/02607476.2021.1885286