Search results for author:"Douglas R. Powell"
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An Iterative Approach to the Development of a Professional Development Intervention for Head Start Teachers
Journal of Early Intervention Vol. 33, No. 1 (March 2011) pp. 75–93
Access to high-quality education is uneven, particularly for preschool children who are at risk for school failure. Professional development (PD) for teachers, including the use of coaching, is an increasingly common approach for promoting evidence...
Implementation Fidelity of a Coaching-Based Professional Development Program for Improving Head Start Teachers' Literacy and Language Instruction
Journal of Early Intervention Vol. 35, No. 2 (June 2013) pp. 102–128
Structural, process, and content dimensions of a coaching-based professional development (PD) intervention were examined in an implementation fidelity study. The intervention focused on Head Start teachers' vocabulary and phonemic awareness...
Use of a Case-Based Hypermedia Resource in an Early Literacy Coaching Intervention with Pre-Kindergarten Teachers
Topics in Early Childhood Special Education Vol. 29, No. 4 (2010) pp. 239–249
Use of a case-based hypermedia resource (HR) was examined in a Web-based early literacy coaching intervention with pre-kindergarten teachers of at-risk children. Web usage logs, written records of coach feedback to teachers on their instruction, and ...
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice
Lynn S. Fuchs; Douglas Fuchs; Sarah R. Powell; Pamela M. Seethaler; Paul T. Cirino; Jack M. Fletcher
Learning Disability Quarterly Vol. 31, No. 2 (2008) pp. 79–92
The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide...
Lynn S. Fuchs; Douglas Fuchs; Carol L. Hamlet; Sarah R. Powell; Andrea M. Capizzi; Pamela M. Seethaler
Journal of Learning Disabilities Vol. 39, No. 5 (2006) pp. 467–475
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to...
Journal of Research on Educational Effectiveness Vol. 1, No. 1 (2008) pp. 2–32
The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty...
Lynn S. Fuchs; Sarah R. Powell; Pamela M. Seethaler; Douglas Fuchs; Carol L. Hamlett; Paul T. Cirino; Jack M. Fletcher
Exceptional Children Vol. 76, No. 2 (2010) pp. 135–156
This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework ...