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- Self-Regulated Learning (x)
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- Title
- DEVELOPING AND VALIDATING A NEW INSTRUMENT TO MEASURE THE SELF-EFFICACY OF ELEMENTARY MATHEMATICS TEACHERS
- Author
- McGee, Jennifer
- Date Created
- 2012
- Subjects--Topical
- Mathematics--Study and teaching, Educational psychology, Educational tests and measurements
- Description
- The purpose of this study was the development and validation of an instrument to measure the self-efficacy of elementary mathematics teachers. Self-efficacy, as defined by Bandura, was the theoretical framework for the development of the instrumen...
- Title
- Delivery of Remedial Community College Mathematics Instruction in an Emporium Learning Environment: Predicting Academic Success, Persistence, Retention, and Completion
- Author
- Little, Mark
- Date Created
- 2016
- Subjects--Topical
- Mathematics--Study and teaching, Community colleges--Study and teaching
- Description
- The purpose of this study was to find predictors of academic success, persistence, retention, and completion for students enrolled in community college developmental education mathematics courses utilizing an accelerated emporium model learning en...
- Title
- EFFECTS AND PERCEPTIONS OF PARENTAL INVOLVEMENT ON THE MATHEMATICAL ACHIEVEMENT OF STUDENTS IN A STEM COURSE: A MIXED-METHOD STUDY
- Author
- Johnson, Sarah
- Date Created
- 2014
- Subjects--Topical
- Mathematics--Study and teaching, Education
- Description
- To understand how to identify and examine factors that influence parental involvement and math achievement of high school students, I conducted a mixed-method study was guided by the following questions: 1. What are the perceptions of students, te...
- Title
- EFFECTS OF DIRECT INSTRUCTION ON ACQUISITION OF EARLY ELEMENTARY MATHEMATICAL VOCABULARY BY STUDENTS WITH AUTISM
- Author
- Patterson, Dawn
- Date Created
- 2014
- Subjects--Topical
- Special education, Education, Elementary
- Description
- Education in American schools is driven by the No Child Left Behind Act (2001) with the Individuals with Disabilities Education Improvement Act (2004) ensuring that educators provide students with disabilities a grade-aligned education. Recently, ...
- Title
- EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM
- Author
- Thompson, Julie
- Date Created
- 2014
- Subjects--Topical
- Special education
- Description
- The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group Direct Instruction in mathematics with students with ASD and the extent to which students demonstrate academic accuracy a...
- Title
- Effects of Schema-based Instruction Delivered through Computer-based Video Instruction on Mathematical Word Problem Solving of Students with Autism Spectrum Disorder and Moderate Intellectual Disability
- Author
- Saunders, Alicia
- Date Created
- 2014
- Subjects--Topical
- Special education
- Description
- The Common Core State Standards initiative calls for all students to be college and career ready with 21st century skills by high school graduation, yet the question remains how to prepare students with autism spectrum disorders (ASD) and moderate...
- Title
- Effects of Singapore Model Method with Explicit Instruction on Math Problem Solving Skills of Students At Risk for or Identified with Learning Disabilities
- Author
- Preston, Angela
- Date Created
- 2016
- Subjects--Topical
- Special education, Mathematics--Study and teaching
- Description
- Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have no...
- Title
- Effects of modified schema-based instruction on real-world algebra problem solving of students with autism spectrum disorder and moderate intellectual disability
- Author
- Root, Jenny
- Date Created
- 2016
- Subjects--Topical
- Special education, Mathematics--Study and teaching
- Description
- The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with autism spectrum disorder and moderate intellectual disability (ASD/ID). Participants lear...