Search results for author:"Diana L. Greer"
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Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program
Journal of Special Education Technology Vol. 25, No. 3 (2010) pp. 49–63
This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such ...
Journal of Interactive Online Learning Vol. 13, No. 2 pp. 67–88
While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs:...
Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments
Journal of Education Vol. 193, No. 2 (2013) pp. 41–50
Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper ...
K-12 Online Learning and Students with Disabilities: Perspectives from State Special Education Directors
Journal of Asynchronous Learning Networks Vol. 17, No. 3 (October 2013) pp. 65–72
K-12 special education policies and practices that ensure students with disabilities receive a free, appropriate public education in the least restrictive environment are coming under pressure from the rapid expansion of online learning. Forty-six...
Blending Assessment with Standards-Based Instruction as an Approach to Adding Equity to No Child Left Behind (NCLB)
Forum on Public Policy Online Vol. 2008, No. 2 (2008)
The No Child Left Behind (NCLB) legislation in the United States is not equivalent to a national curriculum; however, it does set forth some conditions essential for enhancing student achievement at scale (e.g., curriculum standards, assessment...
TEACHING Exceptional Children Vol. 46, No. 5 (2014) pp. 79–91
The purpose of this article is to provide teachers and their supporting team (e.g., parents) with an understanding of the implications of blended and virtual learning for students with disabilities. To support these students, it is important to have ...
The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
Journal of Education Vol. 193, No. 2 (2013) pp. 51–59
This article examines the complex array of variables and implementation models that must be accounted for during the pivot from a purely brick-and-mortar educational system to one that makes use of both virtual and blended environments. The authors...