Classrooms. Volume 2: Academic Content and Behavior Strategy Instruction for Students With and Without Disabilities

Jeffrey P. Bakken, Ph.D. (Editor)
Bradley University, Peoria, IL, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU044000

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Classrooms: Academic Content and Behavior Strategy Instruction for Students With and Without Disabilities is the second volume of a two volume series. For many years, professionals have argued and debated about the topic of assessment and how students with and without disabilities should be assessed. Different professionals have different beliefs on assessment and the field has changed from a standardized assessment process to more of a curriculum-based assessment process that can include content driven assessments, observations, and direct student involvement in the assessment process. Thoughts and attitudes vary regarding assessment, but one thing that is clear is that assessment should drive instruction. The topic of assessment is also highly discussed, and different professionals with expertise in different areas have different viewpoints. Some say it depends on each individual child, the teacher, and the school environment for which they are to receive their education. This situation has led to many different viewpoints on this very important topic that includes school professionals, parents, researchers, and communities.

This volume addresses the current top perspectives and issues regarding the topic of assessment by providing chapters written by active researchers and scholarly university professors who specialize in this area. This volume focuses on what teachers can do in regards to assessment. Chapters in this volume discuss: literacy development, students with emotional and behavioural disorders, students who are at-risk, students with visual impairments, behavioural improvement strategies, higher education supporters, gamification, social-emotional growth, classroom discipline, and scientific discourse.

This volume is composed of sixteen chapters which are written by well-known and respected university professors who are actively involved in teaching undergraduate/graduate general and special education courses, and who are engaged in research on students with and without disabilities. Classrooms: Academic Content and Behavior Strategy Instruction for Students With and Without Disabilities is an excellent resource for general and special education teachers, administrators, and undergraduate and graduate general and special education students who are looking for detailed, comprehensive and current information for their research papers or theses. (Imprint: Nova)

Preface

Chapter 1. Teaching Secondary Students Literacy Skills for Content Learning
Jocelyn Washburn

Chapter 2. Including Assistive Technology for Literacy in the Classroom
Carrie Anna Courtad, and Jodi Nibblen

Chapter 3. Including Students with Emotional and Behavioral Disorders
Elisabeth Rice, and Bonnie Billingsley

Chapter 4. Group and Individual Behavioral Improvement Strategies
Christy M. Borders, Stacey Jones Bock, Samuel Whitley and Kristi M. Probst

Chapter 5. Mathematical Interventions and Support for Students with Disabilities or Who Are At-Risk for a Disability
Emily C. Bouck

Chapter 6. Higher Education Support for Students with Disabilities
Shannon Stuart, and Simone DeVore

Chapter 7. Academic and Behavioral Strategies to Assist Students with Exceptionalities
Twila Lukowiak

Chapter 8. The Role of Gamification as an Instructional Strategy in K-12 Education
D. Antonio Cantu and Chris Vergatos

Chapter 9. Collaborative Strategies Enhancing Social-Emotional Growth in the Classroom
Heljä Antola Crowe, Patricia Nugent, Roxanne Parks, Katherine Hart, Earl Power Murphy and Michelle Weiss

Chapter 10. Classroom Participation and Engagement Strategies for International Graduate Students
Shabeer Amirali and Jeffrey P. Bakken

Chapter 11. Building Healthy Inclusive Classrooms through Comprehensive School Health
Wendy Barber and Ian Brown

Chapter 12. The Teacher’s Role in Promoting Students’ Scientific Discourse during a Cooperative Inquiry Science Unit
Robyn M. Gillies and Mary Rafter

Chapter 13. Classroom Discipline: Theory and Practice
João Lopes and Célia Oliveira

Chapter 14. Researching Science Teaching Practices in the Classroom: What We Have Learned during the Last Two Decades
J. Bernardino Lopes

Chapter 15. CLIL Biochemistry Lessons for Secondary School: Carbohydrates
Valentina Fochi and Stefania Della Sciucca

Chapter 16. Assessing the Development of Science Self-Efficacy and Science Inquiry Skills in Biology Core Courses
Sherri Morris and Kelly McConnaughay

About the Editor

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