№ lp_1_2_14123
File format: docx
Character count: 2995
File size: 136 KB
A guide on the use of scaffolded supports in explicit instruction, detailing strategies, tools, and resources for educators to assist students with learning new content and skills.
Year:
2024
Region / City:
Arlington, VA
Topic:
Education, Special Education, Instructional Supports
Document Type:
Guide
Organization / Institution:
Council for Exceptional Children, CEEDAR Center
Author:
T. C. Aceves, M. J. Kennedy, A. L. Archer, C. A. Hughes, J. McLeskey, and others
Target Audience:
Educators, Special Education Professionals
Period of Validity:
Not specified
Approval Date:
Not specified
Modification Date:
Not specified
References:
CEEDAR Center, Council for Exceptional Children, Guilford Press, YouTube, and others
Note:
Contextual Description
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2021-2022
Region / City:
Not specified
Topic:
Education, Student Learning
Document Type:
Plan, Educational Strategy
Institution:
Local Education Agency
Author:
Not specified
Target Audience:
School administrators, educators, stakeholders
Period of Validity:
2021-2022 school year
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2023
Region / City:
United States
Theme:
Education, Disability Support
Document Type:
Educational Video
Organization:
Routledge, CEC
Author:
Troy Mariage, Judith Winn, Arfang Dabo
Target Audience:
Educators, Special Education Teachers
Effective Period:
Ongoing
Approval Date:
2023
Modification Date:
None
Context:
An educational video discussing the practice of providing scaffolded supports for students with disabilities, explaining how teachers can utilize them to help students achieve independence in learning.
Year:
2023
Region / City:
Not specified
Topic:
Algebra
Document Type:
Teaching Resource
Author:
Not specified
Target Audience:
Teachers, Year 9 students
Period of Use:
Not specified
Approval Date:
Not specified
Revision Date:
Not specified
Year:
2024
Region / city:
Arlington, VA
Topic:
High-leverage practices in education
Document type:
Guide
Institution:
CEEDAR Center, Council for Exceptional Children
Author:
T. C. Aceves, M. J. Kennedy, A. L. Archer, C. A. Hughes, A. I. Hashey, T. L. Kaczorowski, D. M. DiCesare
Target audience:
Educators, Special Education Teachers
Period of validity:
Not specified
Approval date:
Not specified
Date of revisions:
Not specified
Context:
A guide outlining strategies for promoting active student engagement through teacher questioning methods, with specific tools and resources for educators to use in various instructional phases.
Year:
2020
Region / City:
United States
Topic:
Education, Special Education
Document Type:
Instructional Guide
Organization / Institution:
GMU TTAC
Author:
Ratzlaff, J., & Sekinger, M.
Target Audience:
Educators, Co-teachers
Period of Application:
Ongoing
Approval Date:
2020
Modification Date:
2020
Year:
2023
Note:
Region / City
Topic:
High Leverage Practices, Explicit Instruction
Document Type:
Instructional Guide
Organization:
CEEDAR Center
Target Audience:
Special Education Teachers, Co-teachers
Description:
Explicit instruction is a practice-based approach in special education, outlining essential strategies and resources for teaching critical content and skills to students with disabilities.
Year:
2024
Region / City:
Arlington, VA
Topic:
Education, Special Education
Document Type:
Checklist, Rubric, Video
Organization / Institution:
Council for Exceptional Children, CEEDAR Center
Author:
T. C. Aceves, M. J. Kennedy, A. L. Archer, C. A. Hughes, J. McLeskey
Target Audience:
Educators, Special Education Professionals
Period of Validity:
Ongoing
Approval Date:
February 2024
Date of Changes:
Not specified
Year:
2020
Region / City:
USA
Theme:
Education, English Learners, Oral Language Development
Document Type:
Educational Framework
Organization / Institution:
WIDA, Scholastic, Inc.
Author:
G. Muhammad
Target Audience:
Educators, Teachers of English Learners
Period of Action:
Ongoing
Date of Approval:
2020
Date of Modifications:
Not specified
Year:
2004
Region / City:
Wakefield, MA
Topic:
Education, Instructional Strategies
Document Type:
Report
Organization / Institution:
National Center on Accessing the General Curriculum (NCAC)
Author:
Tracey Hall, Ge Vue
Target Audience:
Educators, Teachers
Effective Period:
2004
Approval Date:
Not specified
Modification Date:
2014 (links updated)
Project Officer:
Michael Slade, Ed.D.
Year:
2026
Region:
International / English-speaking context
Subject:
Profanity, offensive language, slurs
Document type:
Word list
Intended audience:
General reference
Source:
Compilation from various online and linguistic sources
Format:
Plain text, comma-separated
Year:
2026
Topic:
Psychology / Memory
Document Type:
Educational Article
Author:
Not specified
Target Audience:
General readers interested in cognitive science
Key Concepts:
Implicit memory, explicit memory, memory consolidation, emotional response
Source Type:
Academic / Informational
Year:
Foundation, Year 1
Region:
Australia
Curriculum:
Australian Curriculum
Subject:
Mathematics
Level:
Foundation, Year 1
Program:
Explicit Maths Program (EMP)
Content Mapping:
ACARA content descriptions to EMP levels A and B
Topics Covered:
Number, Algebra, Measurement, Space, Statistics
Activities:
Lessons, exercises, activities mapped to each content description
Target Audience:
Early primary students
Document Type:
Curriculum mapping table
Publisher:
ACARA (Australian Curriculum, Assessment and Reporting Authority)
Year:
Not specified
Region / City:
Not specified
Theme:
Documentation and Evidence Analysis
Document Type:
Educational Material
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Students, Educators, Analysts
Period of Action:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2024
Grade Level:
1st Grade
Unit:
3
Lesson:
3
Week:
October 28-November 1
Authors:
Landrum, Mitchell
Subject:
Phonics / Reading
Target Skills:
Decoding and encoding words with /or/, /ar/, /w/, /wh/ sounds
Instructional Type:
Explicit phonics lesson plan
Materials:
Sound cards, blending boards, decodable texts, high frequency word lists
Assessment:
Heggerty Assessment, dictation, comprehension checks
Activities:
Phoneme segmentation, phonemic blending, guided practice, spelling, connected text reading
Vocabulary Focus:
Plant, shed, soil, change, plenty
Enduring Skills:
Phonological awareness, decoding, encoding, comprehension
Year:
2026
Region / City:
Ibadan North, Oyo State, Nigeria
Subject:
English Language Education
Document Type:
Research Study
Institution:
Senior Secondary Schools, Ibadan North Local Government Area
Author:
Not specified
Sample Size:
20 teachers from 10 schools
Methodology:
Survey design
Instruments:
Teachers’ Perception of Explicit Grammar Instructions (r=0.82), Teachers’ Disposition of Explicit Grammar Instructions (r=0.85)
Analysis:
Descriptive statistics at 0.05 significance level
Key Findings:
Positive perceptions and dispositions toward explicit grammar instruction
Recommendations:
Professional development workshops, improved instructional resources, supportive teaching environment, curriculum guidelines for grammar instruction
Keywords:
Perception, Disposition, Explicit Grammar Instructions
Document Period:
Current educational practices as of 2026
Year:
2024
Region / city:
Arlington, VA
Topic:
High-leverage practices in education
Document type:
Guide
Institution:
CEEDAR Center, Council for Exceptional Children
Author:
T. C. Aceves, M. J. Kennedy, A. L. Archer, C. A. Hughes, A. I. Hashey, T. L. Kaczorowski, D. M. DiCesare
Target audience:
Educators, Special Education Teachers
Period of validity:
Not specified
Approval date:
Not specified
Date of revisions:
Not specified
Context:
A guide outlining strategies for promoting active student engagement through teacher questioning methods, with specific tools and resources for educators to use in various instructional phases.
Year:
2024
Region / City:
United Kingdom
Theme:
Banking, Financial Regulation
Document Type:
Regulatory Disclosure
Authority:
Prudential Regulation Authority (PRA), Financial Conduct Authority (FCA)
Author:
Cambridge & Counties Bank Limited
Target Audience:
Regulators, Financial Institutions, Stakeholders
Period of Validity:
Annual
Approval Date:
27 March 2025
Amendment Date:
N/A
Document type:
User guide
Regulatory framework:
Solvency II Pillar 3
Reporting forms:
ASR 249, ASR 250, ASR 252
Reporting date:
31 December 2021
Jurisdiction:
United Kingdom / European Union
Institution:
Lloyd’s
Supervisory authority:
Prudential Regulation Authority
Scope:
Direct (inward insurance) risks and claims
Excluded scope:
Reinsurance
Market participants:
Lloyd’s managing agents and syndicates
Data processor:
Xchanging
Related entity:
Lloyd’s Insurance Company SA (Brussels)
Reporting process stages:
Step A, Step B, Step C
Reporting basis:
Look-through, 100% slip level
Year:
2024
Region / City:
Arlington, VA
Topic:
Education, Special Education
Document Type:
Checklist, Rubric, Video
Organization / Institution:
Council for Exceptional Children, CEEDAR Center
Author:
T. C. Aceves, M. J. Kennedy, A. L. Archer, C. A. Hughes, J. McLeskey
Target Audience:
Educators, Special Education Professionals
Period of Validity:
Ongoing
Approval Date:
February 2024
Date of Changes:
Not specified
Year:
2021
Region / city:
Global
Theme:
COVID-19 Vaccination
Document Type:
Report
Organization:
World Health Organization
Author:
World Health Organization
Target Audience:
Governments, health officials, international organizations
Period Covered:
(DD/MM/YYYY - DD/MM/YYYY)
Date of Approval:
28 April 2021
Date of Changes:
N/A