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Tzohar-Rozen, Meirav; Kimhi, Yael; Cohen, Dalia – Journal of the American Academy of Special Education Professionals, 2022
Early mathematics achievement is a significant predictor of future math learning. Current research shows that teachers lack knowledge in teaching methods for children with autism spectrum disorder (ASD). Specifically, research focusing on teaching mathematics in ASD is limited. A competency-based education (CBE) mathematics intervention was…
Descriptors: Autism Spectrum Disorders, Mathematics Instruction, Intervention, Students with Disabilities
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Larsen, Nicole E.; Jang, Eunice E. – Canadian Journal of Science, Mathematics and Technology Education, 2021
Two prominent factors that have been linked to students' mathematics achievement are teachers' instructional practices and students' self-efficacy. However, these factors are typically considered in isolation, negating the relationship between the two. This study examined the effect of two instructional practices, direct instruction and inquiry…
Descriptors: Self Efficacy, Mathematics Achievement, Teaching Methods, Direct Instruction
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Rodgers, Derek B.; Datchuk, S. M.; Rila, A. L. – Exceptionality, 2021
Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities -- including those with intellectual and developmental disabilities -- struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline…
Descriptors: Students with Disabilities, Developmental Disabilities, Intellectual Disability, Writing Instruction
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Jayanthi, Madhavi; Gersten, Russell; Schumacher, Robin F.; Dimino, Joseph; Smolkowski, Keith; Spallone, Samantha – Exceptional Children, 2021
Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and…
Descriptors: Grade 5, Elementary School Students, Fractions, Mathematical Concepts
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Steffi Heidig; Maik Beege; Günter Daniel Rey; Sascha Schneider – Educational Technology Research and Development, 2024
In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor's video may facilitate affective processes and affect learning outcomes. Research on…
Descriptors: Higher Education, College Faculty, College Students, Online Courses
Jeff Bender – ProQuest LLC, 2023
At an unrivaled and enduring pace, computing has transformed the world, resulting in demand for a universal fourth foundation beyond reading, writing, and arithmetic: computational thinking (CT). Despite increasingly widespread acceptance of CT as a crucial competency for all, transforming education systems accordingly has proven complex. The…
Descriptors: Addictive Behavior, Game Based Learning, Evaluation Methods, Computation
Heather N. Schwartz; Ally Skoog-Hoffman; Joe Polman; Olivia Kelly; Josefina Bañales; Rob Jagers – Collaborative for Academic, Social, and Emotional Learning, 2023
The SEL Innovations series aims to help the field imagine new, more expansive and equitable approaches to social and emotional learning (SEL) and wellness to ensure that all children, adolescents, and adults feel safe, supported, and seen so that they can thrive. This is the second report in a series exploring innovations in SEL. The purpose of…
Descriptors: Social Emotional Learning, Educational Opportunities, Teaching Methods, Educational Environment
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Maricic, Mirjana; Cvjeticanin, Stanko; Andevski, Milica; Andic, Branko – Research in Science & Technological Education, 2023
Background: The question of the efficiency of withholding answers and the physical manipulation of material in science education has become the target of a large number of researchers (proponents of the Cognitive Load Theory) in recent years. However, no research has been found examining the contribution of these elements of teaching to the…
Descriptors: Science Instruction, Magnets, Manipulative Materials, Scientific Concepts
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Gerzel-Short, Lydia; Hedin, Laura – Intervention in School and Clinic, 2022
High-leverage practices are essential components of specially designed instruction required by the Individuals with Disabilities Education Improvement Act. High-leverage practices such as explicit instruction and use of instructional and assistive technology have research evidence demonstrating their effectiveness when teaching students with…
Descriptors: Mathematics Instruction, Numbers, Educational Practices, Students with Disabilities
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Lamb, Michael; Dykhuis, Elise M.; Mendonça, Sara E.; Jayawickreme, Eranda – Journal of Moral Education, 2022
In the last century, higher education has witnessed a shift away from explicit character education. Although scholarship has recently reemerged on the importance of character in college, there are almost no empirical investigations of courses intentionally designed to impact student character at the college level. The current study examines an…
Descriptors: Case Studies, Values Education, Comparative Analysis, Undergraduate Students
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Tadayonifar, Mojtaba; Valizadeh, Mohammadreza; Entezari, Mahnaz; Bahraman, Mosfata – Language Learning in Higher Education, 2021
The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner…
Descriptors: Reading Instruction, Reading Strategies, Reading Comprehension, Cognitive Style
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Boakye, Naomi A. Y. – Reading & Writing: Journal of the Literacy Association of South Africa, 2021
Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in…
Descriptors: Role Playing, Direct Instruction, Instructional Effectiveness, Student Attitudes
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Sendur, Kristin A.; van Drie, Jannet; van Boxtel, Carla – Journal of the Learning Sciences, 2021
Background: This study focused on undergraduate L2 students' performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on…
Descriptors: Undergraduate Students, Thinking Skills, Content and Language Integrated Learning, Foreign Countries
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Aydin Bulut; Mustafa Yildiz – Journal of Computer Assisted Learning, 2024
Background: The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning…
Descriptors: Computer Assisted Instruction, Direct Instruction, Reading Comprehension, Technology Uses in Education
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Peeples, Katherine N.; Kroesch, Allison M.; VanUitert, Victoria J. – Learning Disabilities Research & Practice, 2023
Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not…
Descriptors: Middle School Students, Learning Disabilities, Students with Disabilities, Mathematics Instruction
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