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in title, tags, annotations or urlCondo blocks Staten Island mom from installing wheelchair lift for disabled 4-year-old daughter - NY Daily News - 0 views
Teaching Students with Learning Disabilities in the Online Classroom - Faculty Focus | Faculty Focus - 0 views
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Students with learning disabilities tend to learn better in the online environment, but institutions are not doing enough to prepare instructors to meet their needs, says Mary Beth Crum, an online instructor at the University of Wisconsin—Stout
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For some, online learning provides the opportunity to hide their learning disabilities from classmates, which can be a welcome relief from the unwanted attention their learning disabilities received in their face-to-face courses.
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Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Plannning - 1 views
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As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
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Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
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Much of distance education programs’ success or failure can be attributed to how it is organized.
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How to Meet WCAG 2.0 - 0 views
The Student Parent Trap - 0 views
Accommodating cultural diversity - 0 views
Adult Education FAQS - 0 views
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Dunn and Griggs (2000) offer us another definition: “Learning style addresses the biological uniqueness and developmental changes that make one person learn differently from another. Individuals do change in the way they learn…Similarly, developmental aspects relate to how we learn but, more predictable, follow a recognizable pattern.” (p. 136)
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Perceptual modalities
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The Dunn and Dunn Learning-Style Model and PEPS
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Testing Accomodations - 0 views
Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Higher Education? - 0 views
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Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
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positively affect attitudes, knowledge
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lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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enhanced self-efficacy and increased intrinsic motivation
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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