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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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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...
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...
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...
Helping Students With Mathematics Difficulties Understand Ratios and Proportions
Content type: Journal Article
Ratios and proportions are foundational to student understanding across multiple topics in mathematics such as slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. The CCSS-M includes concepts and...
Supporting Mathematical Proficiency
Content type: Journal Article
This article is written for beginning special education teachers who will be teaching mathematics, for any age or grade, as part of their responsibilities. First, we introduce a vision for teaching and learning mathematics that emphasizes engaging students...
Math Interventions for Students With Autism Spectrum Disorder
Content type: Journal Article
Educators need evidence-based practices to assist students with disabilities in meeting increasingly rigorous standards in mathematics. Students with autism spectrum disorder (ASD) are increasingly expected to demonstrate learning of basic and advanced...
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Content type: Journal Article
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested...
Corrigenda to ‘Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis’ by Robin Parks Ennis and Mickey Losinski
Content type: Journal Article
No abstract.
Implementation Science Research and Special Education
Content type: Journal Article
No abstract.
Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs
Content type: Journal Article
In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution...