Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 5 |
| Since 2007 (last 20 years) | 6 |
Descriptor
Source
| Applied Measurement in… | 1 |
| Canadian Journal of Science,… | 1 |
| Exceptional Children | 1 |
| National Center on… | 1 |
| ProQuest LLC | 1 |
| Rural Special Education… | 1 |
Author
| Adrienne D. Woods | 1 |
| Albus, Deb A. | 1 |
| Berry, Ann B. | 1 |
| Cecelia A. Gloski | 1 |
| Cohen, Dale J. | 1 |
| Jang, Eunice E. | 1 |
| Larsen, Nicole E. | 1 |
| Lazarus, Sheryl S. | 1 |
| Paul L. Morgan | 1 |
| Roan, Clayton | 1 |
| Thurlow, Martha L. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 4 |
| Dissertations/Theses -… | 1 |
Education Level
| Elementary Education | 6 |
| Intermediate Grades | 6 |
| Grade 4 | 4 |
| Middle Schools | 4 |
| Grade 5 | 2 |
| Early Childhood Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Grade 8 | 1 |
| High Schools | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| National Assessment of… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkLarsen, Nicole E.; Jang, Eunice E. – Canadian Journal of Science, Mathematics and Technology Education, 2021
Two prominent factors that have been linked to students' mathematics achievement are teachers' instructional practices and students' self-efficacy. However, these factors are typically considered in isolation, negating the relationship between the two. This study examined the effect of two instructional practices, direct instruction and inquiry…
Descriptors: Self Efficacy, Mathematics Achievement, Teaching Methods, Direct Instruction
Berry, Ann B. – Rural Special Education Quarterly, 2021
A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and…
Descriptors: Team Teaching, Teacher Collaboration, Regular and Special Education Relationship, Special Education Teachers
Download full textPaul L. Morgan; Adrienne D. Woods; Yangyang Wang; Cecelia A. Gloski – Exceptional Children, 2023
We used time-varying effect modelling of two very large samples of fourth-grade students (N[subscript reading] = 148,240, N[subscript mathematics] = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from…
Descriptors: Grade 4, Elementary School Students, Correlation, Special Education
Cohen, Dale J.; Zhang, Jin; Wothke, Werner – Applied Measurement in Education, 2019
Construct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for alternate assessments based on alternate achievement standards. This has spurred research into whether items can be modified to reduce complexity without affecting…
Descriptors: Test Items, Accessibility (for Disabled), Students with Disabilities, Low Achievement
Albus, Deb A.; Lazarus, Sheryl S.; Thurlow, Martha L. – National Center on Educational Outcomes, 2021
This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…
Descriptors: Elementary Secondary Education, Students with Disabilities, Student Evaluation, Grade 4
Roan, Clayton – ProQuest LLC, 2012
This study compared mathematics achievement in Illinois elementary schools using the "Everyday Math" and "Saxon Math" curricula. The Illinois Standards Achievement Test (ISAT) was used as the measure of student achievement. Multiple correlation analyses showed that the type of curriculum used was a significant predictor of…
Descriptors: Mathematics Achievement, Elementary School Mathematics, Comparative Analysis, State Standards
