Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Tiffany K Peltier"'
Publikováno v:
Reading and Writing. 35:2077-2107
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d41f61ad23c9ef8489b2ddb3e1e6b1f
https://doi.org/10.1007/s11145-022-10264-8
https://doi.org/10.1007/s11145-022-10264-8
Autor:
April Haas, Corey Peltier, Tiffany K. Peltier, Joshua M. Pulos, Kimberly J. Vannest, Kristi L. Morin
Publikováno v:
Journal of Behavioral Education. 31:216-242
Students identified with emotional or behavioral disorders (EBD) display deficits across academic content areas, most notably in mathematics. We reviewed research on student-mediated math interventions for students with EBD. A total of 19 studies pub
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1ec8e4f2ab30f3ece360c3e68d6baf7
https://doi.org/10.1007/s10864-021-09454-1
https://doi.org/10.1007/s10864-021-09454-1
Publikováno v:
Learning Disabilities Research & Practice. 36:224-234
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fcad27ea6b83524d8a2b4665678cdd8b
https://doi.org/10.1111/ldrp.12255
https://doi.org/10.1111/ldrp.12255
Publikováno v:
Rural Special Education Quarterly. 40:214-225
Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7ad9c2b8d8a51674723a50528af90113
https://doi.org/10.1177/87568705211027981
https://doi.org/10.1177/87568705211027981
Recently, many states have passed laws requiring pre- and in-service teachers to receive professional development regarding dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to eff
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::77d83fcb2ab86c3e7fa9847dfb067a1f
Publikováno v:
Learning Disabilities Research & Practice. 35:170-179
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::57d54b94619c82cde9cf920b7aa9980a
https://doi.org/10.1111/ldrp.12231
https://doi.org/10.1111/ldrp.12231
Autor:
Tiffany K. Peltier, Corey Peltier
Publikováno v:
Beyond Behavior. 29:141-151
The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::614457c34475a39bf89ed6831b291969
https://doi.org/10.1177/1074295620903050
https://doi.org/10.1177/1074295620903050
The purpose of this study was to compare the effects of three different instructional routines and a no-feedback control condition on the acquisition of high-frequency word reading for elementary students with intellectual disability. The three condi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::673726966032b92d9a118f0a6239319d
https://doi.org/10.35542/osf.io/v8zu7
https://doi.org/10.35542/osf.io/v8zu7
Students deserve high-quality mathematics instruction. The failure to deliver research-based instruction maintains the current inequitable outcomes observed in schools. To inform in-service and pre-service teacher training, a critical piece of inform
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f41836939c029ffefa5ad904bba5618
https://doi.org/10.35542/osf.io/duspq
https://doi.org/10.35542/osf.io/duspq
Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations dis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c8bb1ec9e7fbbef6a7d0268c36ed324
https://doi.org/10.35542/osf.io/4wnzu
https://doi.org/10.35542/osf.io/4wnzu