Examining correlations between preparation experiences of US technology and engineering educators and their teaching of science content and practices

2017 ◽  
Vol 28 (2) ◽  
pp. 395-416 ◽  
Author(s):  
Tyler S. Love ◽  
John G. Wells
Keyword(s):  
Science Content ◽  
Us Technology

Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

2009 ◽  
Vol 30 (6) ◽  
pp. 487-511 ◽  
Author(s):  
Gina N. Cervetti ◽  
Marco A. Bravo ◽  
Elfrieda H. Hiebert ◽  
P. David Pearson ◽  
Carolyn A. Jaynes
Keyword(s):  
Reading Comprehension ◽  
Science Content ◽  
Text Genre ◽  
Reader Preference

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders

2000 ◽  
Vol 21 (6) ◽  
pp. 356-364 ◽  
Author(s):  
E. Francine Guastello ◽  
T. Mark Beasley ◽  
Richard C. Sinatra
Keyword(s):  
Inner City ◽  
Concept Mapping ◽  
Seventh Graders ◽  
Science Content
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