Extending Curriculum‐based Assessment to Early Writing     

David C. Parker  Matthew K. Burns  Kristen L. McMaster  Edward S. Shapiro 《Learning disabilities research & practice》2012,27(1):33-43

Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum‐based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs intervention. Extending this model to early writing poses challenges only recently addressed by research. On the basis of a review of relevant early writing research, this article outlines an instructionally relevant assessment model for early writing. Within the proposed model, the instructional hierarchy is suggested to directly connect early writing assessment with intervention. A discussion of potential limitations as well as future directions for research is included.  相似文献   

Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary          下载免费PDF全文

Matthew K. Burns  Christopher Walick  Gregory R. Simonson  Lauren Dominguez  Laura Harelstad  Aleksis Kincaid  Gena S. Nelson 《Learning disabilities research & practice》2015,30(2):52-60

The study examined the use of a conceptual and procedural framework for identifying math deficits and delivering appropriate interventions. Participants were two first‐grade students and one third‐grade student, who were identified as struggling with the grade‐appropriate content in math. The first‐grade students focused on addition and the third‐grade student focused on multiplication. Each student's conceptual understanding was assessed, and students who lacked conceptual understanding received an intervention that addressed underlying concepts. Students with acceptable understanding of the underlying concepts received an intervention that focused on the procedure. The study used a single‐case, multiple‐baseline design, but the contra‐indicated intervention was administered for the first 2 weeks following baseline, with the prescribed intervention for the final 2 weeks. Each student showed more growth during the prescribed intervention phase when compared to the contra‐indicated phase.  相似文献   

Measurements of wave-lengths in the spectrum of neo     

Kelvin Burns  W.F. Meggers  P.W. Merrill 《Journal of The Franklin Institute》1919,187(1):113-114

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The bivariate normal distribution and the IQ of learning disability samples     

E Burns 《Journal of learning disabilities》1984,17(5):294-295

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Analysis of AV elements in science telelessons     

John W. Burns  Gary R. Smith 《Educational technology research and development : ETR & D》1966,14(4):467-478

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The Relative Effectiveness of Various Incentives and Deterrents as Judged by Pupils and Teachers   总被引：2，自引：0，他引：2  

Robert B. Burns 《Educational studies》1978,4(3):229-243

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The Role of Conceptual Frameworks in Understanding and Using Classroom Research     

Lorin W. Anderson  Robert B. Burns 《Asia-Pacific Journal of Teacher Education》1990,18(1):5-18

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Book reviews     

George Gerbner  C. R. Carpenter  R. Kenny Burns  Robert Steele 《Educational technology research and development : ETR & D》1968,16(2):204-217

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A Meta‐Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties     

Minyi Shih Dennis  Emily Sharp  Jacquelyn Chovanes  Amanda Thomas  Raquel M. Burns  Beth Custer  Junkoung Park 《Learning disabilities research & practice》2016,31(3):156-168

This article quantitatively summarizes experimental and quasi‐experimental studies on teaching students with mathematics difficulties (MD) published between 2000 and 2014, research that was available following earlier syntheses. It reports the analysis of effect sizes of 25 intervention studies on participant characteristics, intervention parameters, domains of mathematics interventions, and instructional approaches and components. Results indicate that several participant characteristics (e.g., grade level and level of mathematics difficulties) and intervention parameters (e.g., methodological soundness, intervention agent, and grouping) mediated the treatment effects. In addition, different types of instructional approaches and several instructional components contributed to the improvements in mathematics performance in students with MD.  相似文献   

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities     

Brandon M. Butler  Elizabeth Burns  Christina Frierman  Katrice Hawthorne  Alisa Innes  James A. Parrott 《Studying Teacher Education》2014,10(3):255-274

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.  相似文献