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"Nobody's Rich and Nobody's Poor … It Sounds Good, but It's Actually Not": Affluent Students Learning Mathematics and Social Justice
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Esmonde, Indigo – Journal of the Learning Sciences, 2014
This article investigates how affluent students made sense of social justice issues that were embedded in mathematics learning activities. I present 2 case studies of such activities at the intermediate and secondary levels in 2 different schools. The analysis draws on video records and classroom artifacts and applies the theoretical framework of…
Descriptors: Social Justice, Mathematics Education, Advantaged, Learning Activities
A Meta-Analytic Review of Graphic Organizers and Science Instruction for Adolescents with Learning Disabilities: Implications for the Intermediate and Secondary Science Classroom
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Dexter, Douglas D.; Park, Youn J.; Hughes, Charles A. – Learning Disabilities Research & Practice, 2011
This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were…
Descriptors: Learning Disabilities, Multiple Choice Tests, Effect Size, Vocabulary Development