A University–Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences

2020 ◽  
Vol 74 (2) ◽  
pp. 230-236
Author(s):  
Michael Faggella‐Luby ◽  
Endia Lindo ◽  
Jo Beth Jimerson ◽  
Kim Payne ◽  
Lauren Keaney ◽  
...  
Keyword(s):  
Learning Differences ◽  
Curriculum Based Measures

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Probabilistic Implict Sequence Learning Differences between Individuals with High vs. Low Openness /Feeling

2014 ◽  
Vol 46 (12) ◽  
pp. 1793 ◽  
Author(s):  
Jianxin ZHANG ◽  
Yan WU ◽  
Xinyun CHEN ◽  
Dianzhi LIU
Keyword(s):  
Sequence Learning ◽  
Learning Differences

Computational Measurement of Motor Imitation and Imitative Learning Differences in Autism Spectrum Disorder

2021 ◽  
Author(s):  
Casey J. Zampella ◽  
Evangelos Sariyanidi ◽  
Anne G. Hutchinson ◽  
G. Keith Bartley ◽  
Robert T. Schultz ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Differences ◽  
Imitative Learning ◽  
Motor Imitation

Students Educated in Self-Contained Classrooms and Self-Contained Schools: Part II—How Do They Progress over Time?

2005 ◽  
Vol 30 (4) ◽  
pp. 363-374 ◽  
Author(s):  
Kathleen L. Lane ◽  
Joseph H. Wehby ◽  
M. Annette Little ◽  
Cristy Cooley
Keyword(s):  
Externalizing Behavior ◽  
Rating Scales ◽  
Future Research ◽  
Behavior Rating Scales ◽  
Special Education Services ◽  
Academic Improvement ◽  
Standardized Measures ◽  
Curriculum Based Measures ◽  
Restrictive Settings ◽  
Students With Ebd

Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to determine if these students were benefiting from placement in their respective settings. Progress was assessed using behavior rating scales, standardized measures, curriculum-based measures, and school record data. Results revealed limited academic improvement in either setting with no significant differences between groups on any of the standardized or curriculum-based measures, with the exception of written expression. In addition, there was limited progress in the behavioral and social domains. There were no significant differences in the progress of students in either setting in social skills, externalizing behavior, and disciplinary contacts. However, the internalizing behaviors were able to differentiate between groups. Implications of these findings were discussed in light of the limitations and directions for future research were offered.

Developing Teacher Sensitivity to Individual Learning Differences

2004 ◽  
Vol 24 (4) ◽  
pp. 465-486 ◽  
Author(s):  
Melodie Rosenfeld * ◽  
Sherman Rosenfeld
Keyword(s):  
Individual Learning ◽  
Learning Differences ◽  
Teacher Sensitivity

Curriculum-Based Measures and Performance on State Assessment and Standardized Tests

2006 ◽  
Vol 24 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Edward S. Shapiro ◽  
Milena A. Keller ◽  
J. Gary Lutz ◽  
Lana Edwards Santoro ◽  
John M. Hintze
Keyword(s):  
Standardized Tests ◽  
State Assessment ◽  
Curriculum Based Measures ◽  
And Performance
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