Works by van Garderen, Delinda
Results: 33
Self-Directed Learning to Improve Science Content Knowledge for Teachers.
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- Intervention in School & Clinic, 2017, v. 52, n. 4, p. 236, doi. 10.1177/1053451216659476
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Diagramming Word Problems: A Strategic Approach for Instruction.
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- Intervention in School & Clinic, 2015, v. 50, n. 5, p. 282, doi. 10.1177/1053451214560889
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An Overview of Principles for Special Educators to Guide Mathematics Instruction.
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- Intervention in School & Clinic, 2013, v. 48, n. 3, p. 131, doi. 10.1177/1053451212454006
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Educational Interventions for Students with ADD.
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- Intervention in School & Clinic, 2003, v. 38, n. 5, p. 280, doi. 10.1177/10534512030380050301
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Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series.
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- Learning Disability Quarterly, 2024, v. 47, n. 2, p. 63, doi. 10.1177/07319487241235144
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Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation.
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- Learning Disability Quarterly, 2024, v. 47, n. 2, p. 84, doi. 10.1177/07319487231209505
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Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities.
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- Learning Disability Quarterly, 2024, v. 47, n. 2, p. 97, doi. 10.1177/07319487231187637
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Examining How Students With Diverse Abilities Use Diagrams to Solve Mathematics Word Problems.
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- Learning Disability Quarterly, 2013, v. 36, n. 3, p. 145, doi. 10.1177/0731948712438558
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Developing Representational Ability in Mathematics for Students With Learning Disabilities: A Content Analysis of Grades 6 and 7 Textbooks.
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- Learning Disability Quarterly, 2012, v. 35, n. 1, p. 24, doi. 10.1177/0731948711429726
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Bringing the Story Back Into History: Teaching Social Studies to Children With Learning Disabilities.
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- Preventing School Failure, 2005, v. 49, n. 3, p. 27, doi. 10.3200/PSFL.49.3.27-31
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The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK.
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- Journal of Science Teacher Education, 2020, v. 31, n. 7, p. 780, doi. 10.1080/1046560X.2020.1778845
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THE MATHEMATICAL DEVELOPMENT IN NUMBER AND OPERATION OF STRUGGLING FIRST GRADERS.
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- Investigations in Mathematics Learning, 2013, v. 6, n. 2, p. 19, doi. 10.1080/24727466.2013.11790331
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Applying a Universal Design for Learning Framework to Mediate the Language Demands of Mathematics.
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- Reading & Writing Quarterly, 2015, v. 31, n. 3, p. 207, doi. 10.1080/10573569.2015.1030988
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RECIPROCAL TEACHING AS A COMPREHENSION STRATEGY FOR UNDERSTANDING MATHEMATICAL WORD PROBLEMS.
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- Reading & Writing Quarterly, 2004, v. 20, n. 2, p. 225, doi. 10.1080/10573560490272702
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Promoting Interdisciplinary Research Collaboration among Mathematics and Special Education Researchers.
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- Education Sciences, 2023, v. 13, n. 11, p. 1150, doi. 10.3390/educsci13111150
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Students’ Understanding of Diagrams for Solving Word Problems: A Framework for Assessing Diagram Proficiency.
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- Teaching Exceptional Children, 2015, v. 47, n. 3, p. 153, doi. 10.1177/0040059914558947
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Creating Optimal Opportunities to Learn Mathematics.
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- Teaching Exceptional Children, 2010, v. 42, n. 3, p. 14, doi. 10.1177/004005991004200302
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Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms.
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- Teaching Exceptional Children, 2006, v. 38, n. 3, p. 12, doi. 10.1177/004005990603800302
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Teacher? Learner? Both!
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- Science & Children, 2011, v. 48, n. 6, p. 55
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Teaching Students With LD to Use Diagrams to Solve Mathematical Word Problems.
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- Journal of Learning Disabilities, 2007, v. 40, n. 6, p. 540, doi. 10.1177/00222194070400060501
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A Cross-Sectional Study of Mathematics Achievement, Estimation Skills, and Academic Self-Perception in Students of Varying Ability.
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- Journal of Learning Disabilities, 2003, v. 36, n. 5, p. 437, doi. 10.1177/00222194030360050501
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Middle School Special Education Teachers' Instructional Practices for Solving Mathematical Word Problems: An Exploratory Study.
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- Teacher Education & Special Education, 2008, v. 31, n. 2, p. 132, doi. 10.1177/088840640803100206
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Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School.
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- Teacher Education & Special Education, 2004, v. 27, n. 3, p. 292, doi. 10.1177/088840640402700308
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Collaboration between general and special educators and student outcomes: A need for more research.
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- Psychology in the Schools, 2012, v. 49, n. 5, p. 483, doi. 10.1002/pits.21610
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Introduction to the special issue: Building capacity to improve student outcomes through collaboration: Current issues and innovative approaches.
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- Psychology in the Schools, 2012, v. 49, n. 5, p. 399, doi. 10.1002/pits.21605
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QUEST: A collaborative professional development model to meet the needs of diverse learners in K-6 science.
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- Psychology in the Schools, 2012, v. 49, n. 5, p. 429, doi. 10.1002/pits.21611
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Supporting the collaboration of special educators and general educators to teach students who struggle with mathematics: An overview of the research.
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- Psychology in the Schools, 2009, v. 46, n. 1, p. 56
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Instructional Scaffolding to Engage All Learners in Complex Science Text.
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- Science Scope, 2021, v. 44, n. 3, p. 37, doi. 10.1080/08872376.2021.12291386
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Multimodal Text Sets to Use Literature and Engage All Learners in the Science Classroom.
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- Science Scope, 2020, v. 44, n. 2, p. 20, doi. 10.1080/08872376.2020.12291370
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"Flight of the Bumblebee": A Middle School STEM Text Set to Support Development of Disciplinary Literacy Skills.
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- Science Scope, 2020, v. 43, n. 9, p. 48, doi. 10.1080/08872376.2020.12291351
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Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn?
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- Teacher Education & Special Education, 2021, v. 44, n. 4, p. 319, doi. 10.1177/0888406421996070
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Special Education Teachers' Perceptions of Students' With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems.
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- Teacher Education & Special Education, 2019, v. 42, n. 2, p. 175, doi. 10.1177/0888406418793929
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Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction.
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- Teacher Education & Special Education, 2018, v. 41, n. 1, p. 7, doi. 10.1177/0888406416665448
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- Article