1969 Chapters
Medium 9781475819441

Strategies for Success: Links to Increased Mathematics Achievement Scores of English-Language Learners

Teacher Education and Practice Rowman & Littlefield Publishers ePub

LISA PRAY

VESSELA ILIEVA

ABSTRACT: This research investigates the link between mathematic teachers’ use of English-language learner (ELL) strategies and the mathematics achievement of their students who are ELLs. Interviews and observations of mathematic teachers who taught ELLs were used to document instructional strategies use. The findings from the interviews and observations were then compared to ELLs’ mathematics achievement scores. Both visual and speech strategies were found to be statistically related to higher mathematic achievement of ELLs at the earliest levels of English-language proficiency.

This research seeks to identify the extent to which the use of English-language learner (ELL) instructional strategies in mathematics education influences the mathematics achievement of ELLs by comparing teachers’ use of ELL instructional strategies use to ELLs’ mathematics achievement scores. Nationally, enrollment of ELLs in public schools is rapidly growing (U.S. Census, 2000). It is estimated that more than 3 million school-age children have emerging English-language skills (U.S. Department of Education, 2006). This research took place in Utah, where the growth rate of ELL enrollment in public schools exceeds the national trend, ranking it first in percentage growth of culturally and linguistically diverse students (Goodwin, 2002; Hosp & Mulder, 2003; U.S. Census, 2000; Utah State Legislature, 2003).

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Medium 9781576336564

Level 2: High School_Q-Z: GRE Words Commonly Confused

Ace Academics Ace Academics ePub
Medium 9781574414325

Appendix C – Law Library Holdings List

Jorge Antonio Renaud The University of North Texas Press ePub

APPENDIX C

Law Library Holdings

Following is a partial listing of the books and manuals that all TDCJ law libraries must offer to remain in compliance with court-ordered stipulations concerning access to courts. Many transfer units and smaller units have mini-law libraries, and they offer less, but most attempt to make up the difference via loan programs with other TDCJ law libraries.

1. Federal Reporter 2d.

2. Federal Reporter 3d w/advance sheets

3. Federal Supplement w/advance sheets

4. Supreme Court Reporter w/interim bound volumes and advance sheets

5. United States Supreme Court Digest

6. South Western Reporter 2d, Texas w/advance sheets

7. Texas Subsequent History Table

8. United States Codes Annotated—Title 18: 19 volumes w/pocket parts; Title 28: 13 volumes w/pocket parts; Title 42: 5 volumes w/pocket parts

9. Vernon’s Texas Statutes and Codes Annotated: 108 volumes w/pocket parts

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Medium 9781475824384

Increasing Prosocial Interactions Using Peers: Extension of Positive Peer-Reporting Methods

Rowman & Littlefield Publishers ePub

Kathryn E. Hoff
Marla J. Ronk

ABSTRACT: Positive peer reporting (PPR) is a peer-mediated intervention that increases positive interactions and decreases negative interactions among peers. The current study investigated the effectiveness of a PPR intervention for seven 3rd- and 4th-grade special education students with cognitive impairments on both a classwide level and an individual level during unstructured classroom time. An ABAB design was used to evaluate the effectiveness of PPR on the prosocial interactions among peers. Results support the use of PPR for increasing prosocial interactions between peers at a classwide and an individual level. Negative social interactions remained low throughout the project. Implications for use in schools, as well as limitations and future directions, are discussed.

Positive peer relations are vitally important for long-term adjustment and healthy development across the lifespan (Parker & Asher, 1987). Moreover, one's peers play a powerful role in the development and maintenance of prosocial behavior (Hartup & Stevens, 1997) and can be exceptional behavior change agents (Patterson & Anderson, 1964). Unfortunately, not all children experience positive peer relations. Children with disabilities, particularly those with cognitive impairment, represent a population with concurrent deficits in social competence (Gresham & McMillan, 1997). These youth may experience limited or negative social interactions and may be actively neglected or rejected by their peers (Kavale & Forness, 1996; Odom & Wolery, 2003; O'Reilly & Glynn, 1995). Still, others do not possess the skills necessary to interact successfully with their peers (Leffert, Siperstein, & Millikan, 2000; Prater, Bruhl, & Serna, 1998).

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Medium 9781475823974

Notes From the Editors: Introduction to Special Issue—International Perspectives on School–Parent Relations

Relations, Journal of School Public Rowman & Littlefield Publishers ePub

TRICIA BROWNE-FERRIGNO

LARS G. BJÖRK

This special issue of the Journal of School Public Relations (JSPR) is our third as guest editors. As in the previous two (fall 2011 and winter 2012), the articles here present work by international scholars who have studied the dynamics of the centralization and decentralization of educational policymaking to enhance parent involvement. These international comparative studies provide insight into the deep sense of responsibility that parents have for their children’s education and the political structures ostensibly created to enhance parents’ decision-making processes and school engagement activities. Taken as a whole, these articles in this three-issue collection are highly relevant to our understanding of national educational reform movements in the United States and other countries. We are indebted to Ted Kowalski and the editorial team of the JSPR for supporting this international endeavor. They joined us and the external reviewers in ensuring that articles were subjected to multiple blind peer reviews and held to the rigorous review criteria set by JSPR.

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