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Hits 81 – 100 of 122

81	A Framework for Multiple Adaptable Pedagogical Strategies in Intelligent Tutoring Systems
	Mathews, Moffat Mannunkal. - : University of Canterbury. Computer Science and Software Engineering, 2012
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82	Accessing High-Quality Instructional Strategies
	Hamann, Edmund T.; Reeves, Jenelle
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2012)
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83	Bibliotecas digitales: Recursos bibliográficos electrónicos en educación básica
	Gómez Zermeño, Marcela Georgina
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 39, 2012, pags. 119-128 (2012)
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84	Lectura crítica de medios: una propuesta metodológica
	Alvarado Miquilena, Morella
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 39, 2012, pags. 101-108 (2012)
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85	Distance Education and Community Learning Networks linked by a Library of Culture
	Santiago, Joseph A
	In: Student Affairs Digital Community Development (2011)
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86	Motivation for High School Students to Read:Differences among Student Perceptions and Differences between Student and Teacher Perceptions
	Gunter, Angela Dawn
	In: Dissertations (2011)
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87	Caring, Interaction, and Active Teaching Strategies: Factors That Contribute to the Success of the Associate Degree Nursing Student
	Logsdon, Penelope Sue
	In: Dissertations (2011)
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88	Acculturation Stress of Immigrant Latino Children: A narrative investigation
	Santana-Wynn, Jari
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272815276 (2010)
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89	The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom
	Falkenberg, Carol Ann
	In: FIU Electronic Theses and Dissertations (2010)
	Abstract: This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.
	Keyword: and Multicultural Education; and Research; Bilingual; Child Psychology; Counseling Psychology; Curriculum and Social Inquiry; disabilities; Disability and Equity in Education; education; Educational Assessment; Educational Psychology; elementary; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Evaluation; Gifted Education; homework; inclusion; Multilingual; Quantitative Psychology; self-monitoring; Social and Behavioral Sciences; Social Psychology; Special Education Administration; Special Education and Teaching; strategies; Student Counseling and Personnel Services
	URL: https://digitalcommons.fiu.edu/etd/298 https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1353&context=etd
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90	Reading comprehension as a function of a reading-strategy program in monolingual and bilingual students with Special Educational Needs: An experimental study ...
	Antoniou, Faye. - : Selected papers on theoretical and applied linguistics, 2009
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91	Prospects for Developing L2 Students’ Effective Use of Vocabulary Learning-Strategies via Web-Based Training
	Ranalli, Jim
	In: English Publications (2009)
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92	Una propuesta de AICLE para el trabajo con textos en segundos idiomas
	Ramos, Francisco
	In: Education Faculty Works (2009)
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93	Improving Reading Comprehension in Dual Language Programs
	Franco-Fuenmayor, Susana E.; Kandel-Cisco, Brooke; Padrón, Yolanda
	In: Scholarship and Professional Work – Education (2008)
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94	Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading
	Güngör, Arzu
	In: Güngör, Arzu. (2008). Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes Toward Reading. Journal for Learning through the Arts, 4(1). doi:10.21977/D94110045. Retrieved from: http://www.escholarship.org/uc/item/4d62r6p9 (2008)
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95	Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process
	Berkowitz, Megan
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208900950 (2008)
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96	Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade
	Gunawardena, Delmi; Angelova, Maria E.; Volk, Dinah
	In: Teacher Education Faculty Publications (2006)
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97	Book review : 'Mediating ideology in text and image : ten critical studies'
	Jones, Alan. - : University of Hawaii, 2006
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98	Language socialization of the child through caretaker-child personal narratives : a comparison of Thai and English
	Winskel, Heather; Luksaneeyanawin, Sudaporn; Yangklang, Peerapat. - : U.K, Sage, 2006
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99	Las estrategias de reformulación: el paso desde un texto-fuente a un texto de divulgación didáctica
	Juana Marinkovich
	In: Literatura y Lingüística, Iss 16, Pp 191-210 (2005) (2005)
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100	Pistage informatisé des stratégies de lecture : une étude de cas en contexte pédagogique ; : Computer tracking of reading strategies : a case study in a pedagogical context
	Bouvet, Éric; Bréelle, Dany
	In: Apprentissage des Langues et Systèmes d'Information et de Communication ; https://edutice.archives-ouvertes.fr/edutice-00001464 ; Apprentissage des Langues et Systèmes d'Information et de Communication, 2004, 07 (1), pp.85-106 ; http://alsic.org (2004)
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