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181.
Effective inclusive education: Equipping education professionals with necessary skills and knowledge
As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than
ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because
teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are clearly problematic. Improved
teacher preparation is a necessity. Yet, teacher educators face their own challenges when trying to keep up with current literature
and a rapidly expanding knowledge base. Web-based technology offers solutions to some of these challenges, yet not all Web-based
resources are valid or reliable. The IRIS Center for Training Enhancements, funded by the U.S. Department of Education, provides
free online resources for those working with struggling learners and students with disabilities. The resources are developed
in collaboration with leading educational researchers, are highly rated, and are heavily used in multiple countries to improve
the quality of teacher education. 相似文献
182.
Matthews Lou E. Jessup Naomi A. Sears Ruthmae 《Educational Studies in Mathematics》2021,108(1-2):333-350
Educational Studies in Mathematics - In this reflective essay, a BlackCrit lens is used to explore new and evolving possibilities for Black teachers, families, leaders, and students in ways that... 相似文献
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Ashley K. Smith Watts Naomi P. Friedman Robin P. Corley John K. Hewitt Laura K. Hink JoAnn L. Robinson Soo H. Rhee 《Child development》2019,90(6):e901-e920
Developing self-restraint, or the inhibition of behavior in response to a prohibition, is an important process during toddlerhood. The objective of this study was to gain a better understanding of individual differences in the development of self-restraint during toddlerhood by examining stable elements and growth of temperament (i.e., attentional control, behavioral inhibition, negative emotionality), general intelligence, and self-restraint. Participants were 412 same-sex twin pairs (approximately 90% European American) from predominately middle-class households in Colorado. Data were collected at 14, 20, 24, and 36 months. Results indicated that higher behavioral inhibition, attentional control, and intelligence were independently associated with better self-restraint, whereas higher negative emotionality was an independent predictor of lower self-restraint. The associations between temperament and self-restraint generally appeared to be stable from 14 to 36 months. 相似文献
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Barbara Fresko Naomi Robinson Alex Friedlander Jeanne Albert Neli Argaman 《School Effectiveness & School Improvement》2013,24(3):170-187
Abstract A 4‐year project is described which was designed to improve mathematics instruction and achievements in two Israeli junior high schools. Project activities focused on the individual teachers, the mathematics staff, and the organization of instruction at the school level, under the assumption that more efficient teaching would lead to greater pupil learning. Evaluation data gathered from classroom observation, questionnaires and tests indicated a general positive impact: many teachers improved their teaching strategies, more curricular material was being covered in class, a school‐wide program for mathematics instruction was established, teamwork among teachers was formalized, and pupil achievements improved. 相似文献
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