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| Author | : Julie M. Fasano |
| Publisher | : |
| Total Pages | : 248 |
| Release | : 1993 |
| Genre | : |
| ISBN | : |
| Author | : Michelle Carlson |
| Publisher | : |
| Total Pages | : 78 |
| Release | : 2003 |
| Genre | : Learning disabled teenagers |
| ISBN | : |
The present study focuses on a student note taking strategy and the effects it has on students' test results. Associations between past test scores, prior to the aid of the strategy, guided notes, to present test scores, after the aid of guided notes, as well as comparisons to another class period that will not benefit from being given guided notes, are examined. Also, student enjoyment of the subject was examined to see if there was a higher emjoyment level for them, and if they felt there were any improvements in their own comprehension of mathematics. As a result of the note taking strategy being implemented, the class being effected had a 56% point increase from their pre-test to post-test score. However, the class being used as a control group had a 78% point increase from their pre-test to post-test score. Therefore, the implementation of this note taking strategy did not prove better than the conventional method.
| Author | : Feng Mei Yang |
| Publisher | : |
| Total Pages | : 178 |
| Release | : 1988 |
| Genre | : |
| ISBN | : |
Abstract: Twenty-three sixth-grade students were involved in this study. Five of the students were classified as learning disabled (LD) and 18 were regular students. The teacher gave a 15-20 minute lecture, during which students took notes on their own or completed guided notes. The following day students took a quiz over the lecture. The results showed improvement in daily quiz scores when guided notes were used. In addition to using guided notes, extra help was given by the resource room teacher (reviewing guided notes with the students). This resource room help plus the guided notes increased academic achievement of LD-students. None of the students had any negative comments about using guided notes. In summary, guided notes were effective in increasing student achievement for the subjects in this study. Guided notes can be used again with other students, therefore many teachers would consider the time spent making guided notes to be worthwhile.
| Author | : Teresa Ann Klockowski |
| Publisher | : |
| Total Pages | : 166 |
| Release | : 1993 |
| Genre | : |
| ISBN | : |
| Author | : Tai A. Collins |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 305 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 019006871X |
"This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of PMIs, including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each type of PMI, as well as practical chapters detailing the use of different strategies. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and practical resources such as implementation scripts"--
| Author | : Kimberly K. Stoller |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 2001 |
| Genre | : Learning disabled children |
| ISBN | : |
| Author | : Jillian Mastromarino |
| Publisher | : |
| Total Pages | : 130 |
| Release | : 2007 |
| Genre | : |
| ISBN | : |
This study explored the outcomes of journal writing in the math classroom on students with learning disabilities. It specifically looked for the outcomes journal writing would have on students with learning disabilities' grades in the math class, and on their attitudes about math in general. The study was done on five sixth grade students with learning disabilities; three males and two females. An exam was distributed to the students both before and after the implementation of journal writing, to see the outcomes journals had on student grades. Students were also given a 20 question attitude scale before and after the journal writing research. A journal writing evaluation was then distributed to all of the participants to reflect on their experience. Data from the study indicated that journal writing has a positive effect on student grades because the majority of the students increased their math grades. Three out of the five participants increased their math grades based on the exam they took, while one student's grade stayed the same and another student's grade went down. This student however was absent for two of the journal writing days during the study. The research data also suggests that journal writing can have a positive effect on students with learning disabilities' attitudes towards math because three of the five participants' attitudes became more positive after the study was implemented. The study recommends the use of journal writing as an alternate teaching tool for educators and an additional form of assessment for students with learning disabilities.
| Author | : |
| Publisher | : |
| Total Pages | : 356 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 936 |
| Release | : 1970 |
| Genre | : Education |
| ISBN | : |
| Author | : Judy L. Olson |
| Publisher | : Prentice Hall |
| Total Pages | : 452 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
For courses on how to teach students with mild disabilities, special ed methods, and learning problems. With collaboration so vital to today's educational arena, this thorough, well-organized, highly readable text concentrates on the general process of teaching the basic "how to do it" to help prospective teachers of children with mild disabilities in grades K-12 learn to work effectively with students, other teachers, and families. Basing coverage on their extensive experience, the authors present practical, research-based teaching strategies that relate to everyday occurrences in schools; provide motivating, experience-based activities; and offer numerous detailed lesson plans. Their personal, conversational writing style makes even complex concepts accessible, while their extensive coverage gives readers a solid understanding of what works and what doesn't in both special education classrooms and inclusive settings.
