Zobrazeno 1 - 10
of 28
pro vyhledávání: '"Xiaoxia A. Newton"'
Publikováno v:
Education Policy Analysis Archives, Vol 18, p 23 (2010)
Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schoo
Externí odkaz:
https://doaj.org/article/4fda8e3eff344763b2c5c515c6fb0514
Autor:
Amanda Trainor, Jill Hendrickson Lohmeier, Xiaoxia A. Newton, Jared R. Dmello, Bangsil Oh, Shanna Rose Thompson
Publikováno v:
Performance Improvement Quarterly. 34:455-489
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7a5226075b257a7040dd1a9506ee863a
https://doi.org/10.1002/piq.21358
https://doi.org/10.1002/piq.21358
Publikováno v:
Journal of Emotional and Behavioral Disorders. 30:29-43
A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with emotional disturbance (ED). This study reports descript
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b3990ade45fcbf093253519102e2bf38
https://doi.org/10.1177/1063426620982601
https://doi.org/10.1177/1063426620982601
Publikováno v:
Assessment for Effective Intervention. 46:207-216
Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ad3038fc27a31dbe429e008cd5a6ccb5
https://doi.org/10.1177/1534508419895085
https://doi.org/10.1177/1534508419895085
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 120:1-36
Background/Context Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results. The quality and long-term commitment of teachers represent related mediators that may help
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::93248fb458b21b8dc9f5775dd9fbc676
https://doi.org/10.1177/016146811812000306
https://doi.org/10.1177/016146811812000306
Publikováno v:
The Educational Forum. 81:418-431
This article describes the collective efforts educators and multiple community partners are taking to transform one alternative urban high school into a full-service community school. The article p...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb0c4dd7dcd3c922783c2935450da056
https://doi.org/10.1080/00131725.2017.1350235
https://doi.org/10.1080/00131725.2017.1350235
Autor:
Xiaoxia A. Newton
Publikováno v:
Studies in Educational Evaluation. 51:96-107
It is commonsensical to assume that a program needs to be implemented in order to have an impact. However, most impact evaluation studies tend to pay little attention to the issue of program implementation. This paper argues for the logical priority
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0342c5972108a867bfbf6403548dcbdf
https://doi.org/10.1016/j.stueduc.2016.10.005
https://doi.org/10.1016/j.stueduc.2016.10.005
Autor:
Edward P. Tonelli, Xiaoxia A. Newton
Publikováno v:
Studies in Educational Evaluation. 64:100833
Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::814d9190fafb25d52003824dc3e0d38a
https://doi.org/10.1016/j.stueduc.2019.100833
https://doi.org/10.1016/j.stueduc.2019.100833
Autor:
Xiaoxia A. Newton
Publikováno v:
Improving Teacher Knowledge in K-12 Schooling ISBN: 9783319712062
This chapter presents extensive content analyses of how the concept of place value in grades 2, 4, 8, and 10 are taught and the impact on students’ learning of the concept and its applications in different mathematical contexts. Newton shows that t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4764c84816c281e53b4befdce7d51ac2
https://doi.org/10.1007/978-3-319-71207-9_2
https://doi.org/10.1007/978-3-319-71207-9_2
