Evidence-based practices for teaching mathematics to students with disabilities

This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education classroom. Depending on ability levels, the participants were exposed to one or more of the evidence-based strategies which included; self-regulation, concrete-representational-abstract, and copy, cover, compare. The research study found that students need a considerable amount of instruction and assistance for using the self-regulation strategy and its corresponding checklist. However, the concrete-representational-abstract strategy as well as the copy, cover, compare strategy proved to be beneficial in helping students to efficiently count coin money to a designated amount using the fewest amount of coins possible

Participation in a Full Service School After Hours Enrichment Program: An Assessment of Students\u27 Academic and Social Progress

Full service school programs are developed to address the unmet social, academic, medical, and economic needs of the students and communities they serve. Even though two schools may both be considered full service , they can still look very different in practice, depending on the specific needs of the community. Although the idea of full service community schools has existed for over a century (Dryfoos, Quinn, & Barkin, 2005), the empirical research base is scant. This study addresses the academically related domains outlined by Kronick (2005): attendance and tardiness, and academic grades. An experimental group and a control group were used. A repeated measures ANOVA was conducted on the math and reading grade data. A Mann-Whitney U test was conducted on the attendance and tardiness data. It was found that after receiving the treatment the experimental group had statistically significantly higher reading grades than the control group. Math grades were higher in the experimental group then in the control group, post-treatment. No significant between-group differences were found with either the attendance or the tardiness data. Implications, limitations and suggestions for future research are discussed

Role of Tuition Centers in the Performance and Achievement of Students: A Case of Hyderabad District, Sindh, Pakistan

This research is designed to explore the importance of tuition centers in the perception of students. It tries to find out the role, supporting methods, environment and good characteristics of tuition centers, their owners and management to support the student to learn effectively and bring good grades in their board examinations. A qualitative research method employed to collect data from the 30 participating students who receive tuition at different centers of Hyderabad district. Semi-structured interview protocol was design; discussed with five experts of field; improved as per suggestions of field experts; piloted on three students; and then implemented and conducted on the recruited sample of students of class Higher Secondary Certificate -II (XII) in order to collect data. The results revealed that the students who receive tuition at different centers bring good grades in their examination and have suitable knowledge about their subjects taught at centers. Their previous grades were found good and attractive such as A-1 and A with more than 80% and 70% marks respectively, due to coaching received at tuition centers that time, reveled from experiences shared by students

Spartan Daily, February 3, 2003

Volume 120, Issue 7https://scholarworks.sjsu.edu/spartandaily/9803/thumbnail.jp

Annual Report 2014-2015

This report provides information about the breadth of programs and services sponsored by a team of dedicated and talented student affairs educators and academic enrichment professionals

Home-Tutoring Programs with Special Education Students: Four Descriptive Studies

The purpose of this study was to determine the positive and negative effects of home-tutoring on four handicapped students and their families, and to ascertain if a home-tutoring program would be positively accepted by the students and their families. The descriptive studies were conducted using students of different handicaps and age levels. During an interview prior to the involvement program, parents were asked about the amount of time presently spent studying with the child, the family members involved with studying, the familiarity of the parents with the IEP goals, and their feelings about involvement. At the post-treatment interview, the same questions were asked as well as ones about the benefits and problems of the home-tutoring program. A 9-week observation period preceded the 9-week home-tutoring program. Students were pre-tested and post-tested to compare achievement results. Parent-initiated teacher contacts were recorded during both sessions. During the 9-week parent home-tutoring program, the parents were sent a weekly set of lessons and a parent record sheet. The four descriptive studies provided several results . Three of the students showed an improvement in their skills after t he parent-tutoring program. However, half of the students indicated that the lessons were frustrating, and one felt the lessons were boring. The number of parent-initiated contacts showed little or no increase for all of the students. Only one of the parents became more familiar with the goals of the IEP . The involvement persons remained basically the same during the parent-tutoring program as before the study. One half of the subjects reported positive family reactions to the tutoring program. The other half reported sibling jealousy because of excessive parent-involvement time. In conclusion, the studies indicated that an individualized home-tutoring program may be beneficial for some handicapped students and their families. However, the limitations of this descriptive investigation make it premature to draw any firm conclusions . The results do indicate areas of further research

Sowing Seeds of Tradition! Applying Traditional Family Values and Adaptive Reuse to Resurrect a Community.

There are problems in every community, including South Memphis, Tennessee. Issues that need to be addressed include teen pregnancies, school drop-outs, crime, childhood obesity, and lack of parental guidance. Traditional family characteristics such as spiritual life, caring and appreciation, commitment, flexibilty and openness to change were once guiding forces that have been lost in our current culture. The response has been to provide community centers, which have often failed because they do not teach the basic skills necessary for a productive life. One solution is to convert the Turner Dairy Warehouse on South Bellevue into a facility that will provide education, enrichment, and encouragement. The Family Educational Exchange & Development Center (F.E.E.D) will be an educational facility instilling family values, teaching integrated life skills, and giving back to the community. The skills taught will include horticulture, home-economics, parenting, and general education. This facility will bring life to a dying community

On the Road to Internationalization: Designing an International Student Handbook for Northern New Mexico College

The United States continues to host more international students than any other country in the world. According to the recent Open Doors 2010/11 report published annually by the Institute of International Education (IIE), the number of international students at colleges and universities in the United States increased by five percent to 723, 277 during the 2010/11 academic year (Open Doors, 2011). Currently, there are approximately 2, 724 international students studying in colleges and universities across New Mexico (Open Doors, 2011). As the number of international students increases at Northern New Mexico College (NNMC), located in Espanola, New Mexico, it becomes more crucial to have a structure in place to support these students, especially as they encounter many adjustment issues. In this Capstone, the International Programs Intern examines the overall needs of international students at Northern New Mexico College and designs an International Student Handbook that addresses those needs. It will pay special attention to the information gathered through the Needs Assessment conducted with international students at Northern New Mexico College