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Wyszukujesz frazę ""KENNEDY, PATRICK C."" wg kryterium: Autor


Tytuł:
Learning Gains from the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter?
Autorzy:
Cary, Mari Strand (ORCID 0000-0001-6685-1770)
Kennedy, Patrick C.
Shanley, Lina
Clarke, Ben
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Temat:
Kindergarten
Mathematics Instruction
Handheld Devices
Computer Assisted Instruction
Intervention
Program Effectiveness
Time
Educational Technology
Individualized Instruction
Prevention
Mathematics Achievement
Numeracy
At Risk Students
Źródło:
Journal of Special Education Technology. Dec 2021 36(4):321-335.
Recenzowane naukowo:
Y
Page Count:
15
Sponsoring Agency:
Institute of Education Sciences (ED)
Office of Special Education Programs (OSEP) (ED/OSERS)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Learning Gains from the KinderTEK iPad Math Program: Does Timing of a Preventative Intervention Matter?
Autorzy:
Cary, Mari Strand (ORCID 0000-0001-6685-1770)
Kennedy, Patrick C.
Shanley, Lina (ORCID 0000-0001-6243-374X)
Clarke, Ben (ORCID 0000-0002-1021-1886)
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Temat:
Handheld Devices
Telecommunications
Educational Technology
Technology Uses in Education
Mathematics Achievement
Kindergarten
Program Effectiveness
Numeracy
Intervention
Incidence
At Risk Students
Mathematics Skills
Individualized Instruction
Faculty Development
Time
Źródło:
Grantee Submission. 2020.
Recenzowane naukowo:
Y
Page Count:
49
Sponsoring Agency:
National Center for Special Education Research (NCSER) (ED/IES)
IES Funded:
Yes
Raport
Tytuł:
MOCCA College: An Assessment of Inferential Narrative and Expository Comprehension
Autorzy:
Davison, Mark L.
Seipel, Ben (ORCID 0000-0002-0279-9480)
Clinton, Virgiia (ORCID 0000-0002-4705-2217)
Carlson, Sarah E.
Kennedy, Patrick C. (ORCID 0000-0002-5525-3983)
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Temat:
Adult Literacy
Identification
Reading Difficulties
Intervention
Reliability
Comparative Analysis
Reading Ability
Reading Comprehension
Expository Writing
Narration
College Students
Difficulty Level
Reading Materials
Scores
Formative Evaluation
Reading Instruction
Reading Improvement
Reading Tests
Diagnostic Tests
Źródło:
Grantee Submission. 2020Paper presented at the International Conference on Higher Education Advances (6th, Valencia, Spain, 2020).
Recenzowane naukowo:
Y
Page Count:
9
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Raport
Tytuł:
Do Components of Explicit Instruction Explain the Differential Effectiveness of a Core Mathematics Program for Kindergarten Students with Mathematics Difficulties? A Mediated Moderation Analysis
Autorzy:
Doabler, Christian T.
Stoolmiller, Mike
Kennedy, Patrick C.
Nelson, Nancy J.
Clarke, Ben
Gearin, Brian
Fien, Hank
Smolkowski, Keith (ORCID 0000-0003-2565-3297)
Baker, Scott K.
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Temat:
Direct Instruction
Kindergarten
Mathematics Instruction
Mathematics Skills
Mathematics Achievement
Core Curriculum
Demonstrations (Educational)
Mathematical Concepts
Feedback (Response)
Drills (Practice)
Group Instruction
Numeracy
Individual Instruction
Program Effectiveness
At Risk Students
Outcomes of Education
Correlation
Źródło:
Assessment for Effective Intervention. Jun 2019 44(3):197-211.
Recenzowane naukowo:
Y
Page Count:
15
Sponsoring Agency:
Institute of Education Sciences (ED)
National Science Foundation (NSF)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk
Autorzy:
Biancarosa, Gina
Kennedy, Patrick C.
Carlson, Sarah E.
Yoon, HyeonJin
Seipel, Ben
Liu, Bowen
Davison, Mark L. (ORCID 0000-0003-3656-9672)
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Temat:
Scores
Scoring
Achievement Tests
Grade 3
Grade 4
Grade 5
Elementary School Students
Responses
Goodness of Fit
Formative Evaluation
At Risk Students
Reading Comprehension
Diagnostic Tests
Accuracy
Źródło:
Educational and Psychological Measurement. Feb 2019 79(1):65-84.
Recenzowane naukowo:
Y
Page Count:
20
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners with Mathematics Difficulties
Autorzy:
Doabler, Christian T.
Gearin, Brian
Baker, Scott K.
Stoolmiller, Mike
Kennedy, Patrick C.
Clarke, Ben
Nelson, Nancy J.
Fien, Hank
Smolkowski, Keith
Pokaż więcej
Temat:
Mathematics Instruction
Kindergarten
Young Children
Mathematics Achievement
Drills (Practice)
Direct Instruction
Core Curriculum
Learning Problems
Źródło:
Journal of Learning Disabilities. May-Jun 2019 52(3):271-283.
Recenzowane naukowo:
Y
Page Count:
13
Sponsoring Agency:
Institute of Education Sciences (ED)
National Science Foundation (NSF)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners with Mathematics Difficulties
Autorzy:
Doabler, Christian T.
Gearin, Brian
Baker, Scott K.
Stoolmiller, Mike
Kennedy, Patrick C.
Clarke, Ben
Nelson, Nancy J.
Fien, Hank
Smolkowski, Keith
Pokaż więcej
Temat:
Mathematics Instruction
Kindergarten
Young Children
Mathematics Achievement
Drills (Practice)
Direct Instruction
Core Curriculum
Learning Problems
Źródło:
Grantee Submission. 2019.
Recenzowane naukowo:
Y
Page Count:
35
Sponsoring Agency:
Institute of Education Sciences (ED)
National Science Foundation (NSF)
IES Funded:
Yes
Raport
Tytuł:
Can We Learn from Student Mistakes in a Formative, Reading Comprehension Assessment?
Autorzy:
Liu, Bowen
Kennedy, Patrick C. (ORCID 0000-0002-5525-3983)
Seipel, Ben (ORCID 0000-0002-0279-9480)
Carlson, Sarah E. (ORCID 0000-0001-9838-0360)
Biancarosa, Gina (ORCID 0000-0002-9471-3145)
Davison, Mark L. (ORCID 0000-0003-3656-9672)
Pokaż więcej
Temat:
Formative Evaluation
Reading Comprehension
Story Reading
Test Construction
Progress Monitoring
Error Patterns
Reading Skills
Multiple Choice Tests
Test Reliability
Test Validity
Item Response Theory
Źródło:
Grantee Submission. 2019.
Recenzowane naukowo:
Y
Page Count:
38
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Raport
Tytuł:
Constructing Subscores That Add Validity: A Case Study of Identifying Students at Risk
Autorzy:
Biancarosa, Gina
Kennedy, Patrick C.
Carlson, Sarah E.
Yoon, HyeonJin
Seipel, Ben
Liu, Bowen
Davison, Mark L. (ORCID 0000-0003-3656-9672)
Pokaż więcej
Temat:
Scores
Scoring
Achievement Tests
Grade 3
Grade 4
Grade 5
Elementary School Students
Responses
Goodness of Fit
Formative Evaluation
At Risk Students
Reading Comprehension
Diagnostic Tests
Accuracy
Źródło:
Grantee Submission. 2019 79(1).
Recenzowane naukowo:
Y
Page Count:
20
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Data-Based Decision-Making Teams in Middle School: Observations and Implications from the Middle School Intervention Project
Autorzy:
Crone, Deanne A.
Carlson, Sarah E.
Haack, Marcia K.
Kennedy, Patrick C.
Baker, Scott K.
Fien, Hank
Pokaż więcej
Temat:
Observation
Intervention
Data
Decision Making
Teamwork
Educational Improvement
Educational Practices
Middle Schools
Meetings
Time on Task
Program Implementation
Self Evaluation (Groups)
Questionnaires
Group Dynamics
Information Sources
Alignment (Education)
Longitudinal Studies
Classroom Observation Techniques
Źródło:
Assessment for Effective Intervention. Mar 2016 41(2):79-93.
Recenzowane naukowo:
Y
Page Count:
15
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Can We Learn from Student Mistakes in a Formative, Reading Comprehension Assessment?
Autorzy:
Liu, Bowen
Kennedy, Patrick C.
Seipel, Ben
Carlson, Sarah E.
Biancarosa, Gina
Davison, Mark L.
Pokaż więcej
Temat:
Formative Evaluation
Reading Comprehension
Story Reading
Test Construction
Progress Monitoring
Error Patterns
Reading Skills
Multiple Choice Tests
Test Reliability
Test Validity
Item Response Theory
Źródło:
Journal of Educational Measurement. Win 2019 56(4):815-835.
Recenzowane naukowo:
Y
Page Count:
21
Sponsoring Agency:
Institute of Education Sciences (ED)
IES Funded:
Yes
Czasopismo naukowe
Tytuł:
Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
Autorzy:
Doabler, Christian T.
Nelson, Nancy J.
Kennedy, Patrick C.
Stoolmiller, Mike
Fien, Hank
Clarke, Ben
Gearin, Brian
Smolkowski, Keith
Baker, Scott K.
Pokaż więcej
Źródło:
Learning Disability Quarterly, 2018 Aug 01. 41(3), 144-158.
Dostęp URL:
https://www.jstor.org/stable/26742900  Link otwiera się w nowym oknie
Czasopismo naukowe

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