The fairy drama

Thesis (M.A.)--University of Kansas, Germanic Languages, 1916. ; Includes bibliographical references

Utilizing a Flipped Learning Model to Support Special Educators’ Mathematical Knowledge for Teaching

Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with interactive, flipped “learning lessons” prior to class. During class, they participated in extension activities and lesson planning. The researchers utilized mixed methods to evaluate the impact of performance on and engagement with these learning lessons and found positive predictive relationships with student achievement on all individual summative assignments. Nearly all students agreed flipped learning was useful in helping them meet the course outcomes. Most students specifically credited the flipped lessons as a facilitator of their learning because they allowed them to interact with the content at their own pace and to utilize class time for more meaningful review and extension activities with the instructor\u27s support

Teaching Students with Developmental Disabilities to Sequence Academic Content Using Video Modeling and Constant Time Delay Via an iPad Application

This multiple probe across behaviors design study evaluated the effectiveness of using a video model and constant time delay procedures to teach two high school students to sequence American history/civics topics. Students received their intervention probes from their special education co-taught classroom teacher and the primary researcher. Topics presented to the student were the same topics students learned within their co-taught academic class. As a secondary measure, students verbalized the sequences. Visual analysis indicated a functional relation between the use of video model and constant time delay for one student, while the other student met criteria for all three topics with variable baseline. Limitations and implication for practice are discussed

Ergebnisse einer Fragebogenaktion des Arbeitskreises 'Verwendung der Fernerkundung fuer die Planung'

Technische Informationsbibliothek Hannover: RN 5044 (47) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman

sj-docx-1-bhd-10.1177_01987429241231793 – Supplemental material for Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs

Supplemental material, sj-docx-1-bhd-10.1177_01987429241231793 for Paraprofessionals’ Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs by Allison M. Kroesch, Sarah Southall, Nancy Welsh-Young and Katherine N. Peeples in Behavioral Disorders</p

Power, Skill and Virtue in the Old English \u3cem\u3eBoethius\u3c/em\u3e

In Alfred\u27s famous Preface to his translation of the Regula pastoralis, the king writes that he translated ‘hwilum word be worde, hwilum andgit of andgiete’ (7.19–20); a similar phrase occurs in the proem to the Boethius (1.2–3). Yet words in different languages are rarely exact equivalents. Translators select words which they feel capture the primary sense of source words and match secondary meanings and connotations only if they can. Similarities between two terms in different languages can reveal where the conceptual systems of the source and target cultures overlap and which denotations and connotations of a complex word were most important to the translator. Differences can indicate how cultures differ and what other conceptual systems might have influenced the translator. In a well-established system of translation, certain terms become accepted as standard equivalents to particular terms in other languages. Alfred, however, was in the position not of employing accepted equivalidents but of trying to create them. By the time he worked on the Boethius, Wærferth had probably translated Gregory\u27s Dialogi, and Alfred\u27s own Regula pastoralis was most likely complete, but no other models were available. As one of the earliest Anglo-Saxon translators, producing translations of the De consolatione, Gregory\u27s Regula pastoralis, Augustine\u27s Soliloquia and the first fifty psalms, Alfred had to solve translation problems himself