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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Providing Services for Students With Gifts and Talents Within a Response-to-Intervention Framework
Content type: Journal Article
Response to Intervention (RTI) was included within the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004), specifically as part of an assessment process to determine if a child has a disability. While IDEA’s focus is on students...
Improving Access to Elementary School Social Studies Instruction
Content type: Journal Article
Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers...
To Adapt or Not to Adapt
Content type: Journal Article
When implementing evidence-based practices (EBPs), experts assert adaptations (deliberate or accidental changes to EBPs) are an inevitable part of the implementation process. Some adaptations are undesirable and should be avoided. Others, however, may...
Designing and Implementing Group Contingencies in the Classroom
Content type: Journal Article
Group contingencies are an evidence-based proactive classroom behavior management system designed for teachers to implement during instruction. These practical programs reward groups or teams of students’ contingent on following explicitly stated...
Strategies for Helping Parents of Young Children Address Challenging Behaviors in the Home
Content type: Journal Article
Including parents in the process of Positive Behavior Supports (PBS) improves both child and family outcomes. This article provides background information on understanding challenging behaviors in young children, the importance of involving families, and...
Adapting Evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties
Content type: Journal Article
A new line of experimental research is beginning to shed light on the beneficial impact of systematic and explicit mathematics instruction on the mathematics achievement of English learners (ELs) with mathematics difficulties (Orosco, 2014; Orosco, Swanson...
Contextualizing Instruction for English Language Learners With Learning Disabilities
Content type: Journal Article
With the increase in the number of English language learners in today’s classrooms, teachers are faced with the task of delivering evidence-based instructional strategies to very diverse groups in their classrooms. The challenges of teaching children with...
More Than Just Noise: Providing High-Quality Student Feedback
Content type: Event
More Than Just Noise: Providing High-Quality Student Feedback HLP Webinar Series - HLP #8/22: Provide positive, constructive feedback Presented by Michael Kennedy, Ph.D. Feedback should be more than just noise. Providing high-quality academic and...
10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability
Content type: Journal Article
Research conducted in the last twenty years has increased our understanding of the most effective methods for increasing the literacy skills of students with Intellectual Disability (ID). The purpose of this paper is to provide special education teachers...
Preparing for Algebra by Building Fraction Sense
Content type: Journal Article
Fraction knowledge is crucial for learning algebra as well as for everyday functioning. Unfortunately, many middle-school children have only a tenuous grasp of fractions, despite several years of instruction on the topic. In the present paper, we present...