The effects of cooperative learning on the math performance in students with emotional behavior disorders?.
Author: Michael Ramboldt
Publisher:
Published: 2005
Total Pages: 94
ISBN-13:
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Author: Michael Ramboldt
Publisher:
Published: 2005
Total Pages: 94
ISBN-13:
DOWNLOAD EBOOKAuthor: Robert E. Slavin
Publisher:
Published: 1983
Total Pages: 62
ISBN-13:
DOWNLOAD EBOOKAuthor: Kwai-Mo Chung
Publisher: Open Dissertation Press
Published: 2017-01-26
Total Pages: 130
ISBN-13: 9781361065617
DOWNLOAD EBOOKThis dissertation, "Effects of Cooperative Learning on Mathematics Performance for Students With Learning Difficulties" by Kwai-mo, Chung, 鍾貴武, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196082 Subjects: Mathematics - Study and teaching (Secondary) Mathematics - Study and teaching (Secondary) - China - Hong Kong Group work in education - China - Hong Kong Group work in education Learning disabilities
Author: Robert Bruce Rutherford
Publisher: Guilford Press
Published: 2007-01-10
Total Pages: 642
ISBN-13: 1593854714
DOWNLOAD EBOOKBrinig together leading reserachers, this book integrates current knowledge on emotional and behavioral disorders in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behvior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and inplications for policy discussed. Broad in coverage, the volume also empasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.
Author: Kenya Collier Williams
Publisher:
Published: 2015
Total Pages: 208
ISBN-13:
DOWNLOAD EBOOKMathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.
Author: Mary M. Quinn
Publisher:
Published: 2000
Total Pages: 104
ISBN-13: 9781570353086
DOWNLOAD EBOOKThis guidebook is designed to help educators and others in their efforts to work with students with emotional and behavioral difficulties (EBD). Chapter 1 provides an overview of the needs and problems presented by such students. Chapter 2 contains basic information to help provide an enhanced understanding of students with EBD. Causes of emotional and behavioral problems, the educators role in identifying and referring students, documenting behaviors, cultural differences, drug therapy, and getting support from others are discussed. Chapter 3 contains strategies for structuring curriculum and instruction so that they have the most positive impact possible on student performance. The following chapter offers tips and ideas for strengthening classroom management practices. It also describes techniques to help educators interact with students in a manner that creates a positive and supportive classroom environment. Because of the success of instructional and classroom management programs can be enhanced by colleagues, families, and others, chapter 5 describes promising practices that many schools and districts now use to support classroom teachers and other instructional staff. The final chapter lists supplementary sources and contact information for relevant organizations. Appendices include federal regulations on the discipline of students with EBD and a glossary. (CR)
Author: Ambre Fairfield
Publisher:
Published: 2015
Total Pages: 232
ISBN-13:
DOWNLOAD EBOOKAuthor: Molly Caroline McCool
Publisher:
Published: 2010
Total Pages: 144
ISBN-13:
DOWNLOAD EBOOKThe research question addressed is, what are the academic and behavioral implications of using Cooperative Learning with eleventh and twelfth grade students in a self-contained classroom for students with Emotional and Behavioral Disorders? The motivation for this capstone was a lack of literature on the implications of Cooperative Learning in special education. The author documents literature on elements of Cooperative Learning in mainstream settings, traditional instructional methods in special education, and the effectiveness of using Cooperative Learning methods with students in special education. This capstone examines one self-contained EBD class over the course of a semester using Cooperative Learning techniques and strategies in both English and Social Skills lessons. Students completed pre and post interviews along with pre and post tests focusing on reading and reading comprehension. The author also examined daily behavioral data and progress on IEP behavioral goals throughout the semester.
Author: Jeffrey P. Bakken
Publisher: Emerald Group Publishing
Published: 2012-01-05
Total Pages: 244
ISBN-13: 1780525052
DOWNLOAD EBOOKAddresses the perspectives and issues related to behavior disorders and involves leaders in the behaviour disorders field. This book addresses such topics as: legal issues, assessment, placement prevention, culturally and linguistically diverse students, English Language learners, and more.
Author: Peter Clough
Publisher: SAGE
Published: 2004-10-18
Total Pages: 465
ISBN-13: 1446206793
DOWNLOAD EBOOK`At first glance I felt that this is a book that I should buy. On reading a selection of the chapters I realized that I must buy it. Each of the four sections has chapter that I know I will want to read and many others that I will read. It is a book that will provide student and authors in Higher Education and practitioners with much food for thought. It also emphasizes the desperate need to cut through much of the polemic that abounds in this field and to return to argument based on carefully conducted empirical work’ - Harry Daniels, Deputy Head of School and Director of Research, School of Education, University of Birmingham `Emotional and Behavioural Difficulties (EBD) in schools can be defined in many ways. For example, EBD can be seen as: a set of problems that reside mainly within the individual student; as the result of interactions between social and psychological sub-systems, or as the product of professional discourses that create and maintain the very problems that they purport to identify and solve. Clough and Garner's Handbook of Emotional and Behavioural Difficulties sheds light on all of these perspectives and reveals the enormous complexity and diversity of what is termed "EBD". In doing this, the book reveals itself to be both a scholarly and practical resource that will be indispensable to anyone seeking insight and direction for understanding and responding to EBD in the 21st century. Readers looking for off the cuff 'tips for teachers' or simplistic solutions will not find what they want in this book. Rather, the Handbook of Emotional and Behavioural Difficulties will appeal to readers who want to hear from writers who have genuine insight into the multi-faceted world of EBD, who have worthwhile things to say about the range of possible solution to this area of difficulty, and, regardless of differences that might appear between their theoretical positions, share a sense of deep compassion for needs of students and educational professionals who experience EBD on day-to-day basis' - Professor Paul Cooper, The University of Leicester The behaviour of children in primary and secondary schools has been a consistent source of interest and controversy since the 19th century. Some commentators suggest that the phenomenon has a far more impressive historical pedigree. As education systems in First World democracies struggle to meet changing social, economic and educational conditions, one group of children has increasingly become the focus of attention. These are those who, for a variety of underpinning reasons, are either unable or unwilling to conform to the requirements of formal schooling. As a result they are identified as having Emotional and/or Behavioural Difficulties (EBDs) of one level of severity or another. Contemporary debate increasingly links causation with intervention, to form a holistic approach to problem prevention or remediation. This Handbook provides a systematic and comprehensive overview of a series of often related themes which underpin theoretical and philosophical approaches to pupils perceived as having EBDs, and their realization in both policy and provision. The structure of book divides these themes into three core sections. These allow the reader to consider children or young people with EBDs from a number of perspectives and levels. They are viewed in relation to society in general, then in terms of individual education systems and the policies and provision they adopt, and also in terms of the meanings of these problematic behaviours to the individual `actors' on whom they impact most profoundly. Each theme or topic is organisedto highlight: · the key principles or characteristics · examples of their impact on current practices · issues arising for debate The Handbook assembles contributions from significant authors in the field of EBD and particular emphasis is given to the international and comparative focus of the contributions. Thus, although contributions are principally from the UK and the USA, these writers have been identified because of their capacity to develop broader, transcultural, insights. The development of a comparative approach to special and inclusive education has now been well charted, and there are some highly significant books in this field. It therefore remains puzzling that the field of EBD, probably one of the most significant areas of special education in terms of pupil numbers, has largely escaped such international comparison. Each chapter deals with a key theme in EBD from both a theoretical and practical perspective. This approach has been adopted to enable individual chapters to be useful resources for a wide range of readers: students, academics and practitioners.