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    • “Tweet” Your Knowledge
      Let students “tweet” their understanding of a concept by expressing it in 140 characters or less. This is a fun exercise for students who are already active on Twitter, and also a good counting lesson for younger students. Tweeting is a great way to practice getting to the nub of a dense concept. And you can challenge your students to see who can stay within the 140-character limit.
  • Putting Email to Good Use
    Allow students in a given class to write an email to someone about the particular content under study. For example, if the class is economics, students could write an email to the owner of a rent-controlled apartment building explaining concepts of supply and demand. If the class is science, students could write to a racecar driver and explain the principles of acceleration. This assignment not only connects the subject matter to the real world, but it allows important instruction in effective communication and proper grammar and email etiquette.

  • "Twitter is a great way to keep your students thinking after class,” says Chris O’Neal, an instructional technology coordinator in Charlottesville, VA. “You can tweet a quick provocative question about a social studies lesson, for example, that will keep their brains active.”
  • Teachers like George Mayo in Maryland are enthusiastically employing Twitter to facilitate discussion and collaboration between students in their classrooms and their counterparts in different countries.
  • Mayo, an eighth-grade English teacher at Silver Spring International Middle School, used Twitter as a platform for a collaborative story written by his students. Using one Twitter account called Many Voices, Mayo invited his students, and students around the world, to add a sentence or two to an ongoing story through Tweets. Soon after, more than 100 students in six different countries had contributed.

  • Consistent with past findings, the most frequent metastereotype reported by individuals in both groups related to generally low ability. In addition, students with LD were more likely to espouse views of intelligence as a fixed trait.

  • Stereotype threat is a situational threat that occurs when an individual is confronted with a task in which a negative stereotype about one’s group is applicable. This threat creates a state in which the individual is at-risk of confirming a negative stereotype and consequently, results in a reduction of performance
  • The differences in children diagnosed with learning disabilities’ performance on a cognitive task under high stereotype threat and reduced stereotype threat were examined in this study.
  • Analysis of Covariance comparing the effects of high stereotype threat to reduced stereotype threat on Shipley-2 cognitive testing performances revealed no statistically significant differences when controlling for previous IQ scores.

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  • Thus, the purpose of this study was to examine the impact of setting, anxiety, and stereotype threat on the math scores of the California High School Exit Exam for students with disabilities who receive math instruction in a mainstream or self-contained setting.
  • A major finding of the study indicates that anxiety predicts CAHSEE scores whereas stereotype threat does not.
  • Although anxiety was found to be highly correlated with CAHSEE math performance, anxiety and stereotype threat do not significantly impact the scores on the math section on the CAHSEE between students with disabilities in mainstream or self-contained settings for math instruction.

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  • This dissertation research is situated within two theoretical frameworks, person-environment fit and self-determination theories, suggesting that optimal outcomes are associated with the satisfaction of certain psychological needs; namely, competence, relatedness, and autonomy.
  • Results from Study 1 showed that there were racial differences in the satisfaction of only two of the three psychological needs. African American students with learning-related disabilities had higher ratings of competence and autonomy than White and Latino students, but there were no significant differences in ratings of relatedness to the school environment.
  • Although African American students had higher ratings of psychological needs fulfillment, they still earned the lowest grades of all the racial groups.

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