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  • ERIC (U.S. Dept. of Education)  (6)
Type of Medium
Language
Year
  • 1
    Language: English
    In: Journal of Early and Intensive Behavior Intervention, 2008, Vol.5(1), pp.23-39
    Description: We tested the effect of a Rotated Protocol Immersion package on the emergence of observing responses as prerequisites for more complex verbal developmental capabilities. Three elementary aged students between the ages of 6 and 7 participated. They were diagnosed with autism spectrum disabilities. The treatment condition consisted of total immersion in a rotation of six pre-listener Protocols ( Greer & Ross, 2008 ), designed to induce foundations for verbal developmental capabilities. The participants were selected for their demonstrated lack of early observing responses ( Keohane, Delgado & Greer, in press ). The y did not respond when their names were called, orient toward voices in the environment, or follow instructions. They did not seek out the attention of others unless it was to fill an immediate need. The dependent variables in the study were observing responses; learn units to criterion, instructional objectives met, and incidental performances across instructional and non-instructional settings. We used a time-lagged multiple probe design and found significant increases in the dependent variables. Additionally, the post-probes demonstrated a range of increases in the number and level of complexity of students' observing responses. The results are discussed in terms of theoretical implications, as well as, in the context of behavioral research on child development, and the hierarchy of verbal developmental capabilities.
    Keywords: Development ; Verbal Developmental Capabilities ; Behavioral Developmental Cusps ; Learn Units ; Observing Responses ; Developmental Delays ; Verbal Behavior
    E-ISSN: 1554-4893
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  • 2
    Language: English
    In: The Elementary School Journal June 2011, Vol.111(4), pp.641-661
    Description: Abstract Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers ( N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research.
    Keywords: Reading Deficiencies (70900) ; Reading Instruction (70950) ; Junior High School Students (40210) ; English As a Second Language Learning (22130) ; Reading Tests (71550) ; Applied Linguistics; Reading Readiness/Acquisition/Achievement ; Article;
    ISSN: 00135984
    E-ISSN: 15548279
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  • 3
    Language: English
    In: Analysis of Verbal Behavior, 2011, Vol.27, p.141
    Description: In two experiments, we tested the effect of multiple exemplar instruction (MEI) for training sets on the emergence of autoclitic frames for spatial relations for novel tacts and mands. In Experiment 1, we used a replicated pre- and post-intervention probe design with four students with significant...
    Keywords: Learning Disabilities ; Verbal Communication ; Speech ; Behavior ; Responses ; Research Design ; Pretests Posttests ; Elementary School Students ; Preschool Children ; Bilingual Students ; Spatial Ability ; Psychology
    ISSN: 0889-9401
    Source: ERIC (U.S. Dept. of Education)
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  • 4
    Language: English
    In: Journal of Research in Science Teaching, March 2012, Vol.49(3), pp.333-362
    Description: To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—, , and —along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012
    Keywords: Professional Development ; Science ; Elementary Science ; Electric Circuits ; Student Achievement ; Teaching Cases ; Looking At Student Work ; Metacognition ; Teacher Learning ; Inservice Professional Development ; Content Knowledge ; English Language Learners
    ISSN: 0022-4308
    E-ISSN: 1098-2736
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  • 5
    Language: English
    In: International Journal of Science Education, 03 May 2017, Vol.39(7), pp.814-839
    Description: One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some...
    Keywords: Problem Solving ; Epistemology ; Physics Education ; Education ; Sciences (General)
    ISSN: 0950-0693
    E-ISSN: 1464-5289
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  • 6
    Language: English
    In: Physical Review Physics Education Research, 2019, Vol.15(2)
    Description: A central aim of physics education research is to understand the processes of learning and use that understanding to inform instruction. To this end, researchers often conduct studies to measure the effect of classroom interventions on student outcomes. Many of these intervention studies have...
    Keywords: Physics ; Outcomes of Education ; Probability ; Teaching Methods ; Intervention ; Case Studies ; Social Science Research ; Biomedicine ; Hypothesis Testing ; Educational Research ; Scientific Concepts ; Science Instruction ; Physics
    ISSN: 2469-9896
    E-ISSN: 2469-9896
    Source: ERIC (U.S. Dept. of Education)
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