Patricia B Griffith, Bette Mariani, Michelle M Kelly
Diagnostic Reasoning Competency and Accuracy by Nurse Practitioner Students Following the Use of Structured Reflection in Simulation: A Mixed-Methods Experiment
Nursing education perspectives
incorporating argument writing learning activity found increase students mathematics performance however teachers report receiving little preservice inservice preparation use writing support students learning especially concerning special education teachers provide highly specialized mathematics instruction ie tier 3 students mathematics disabilities mld purpose study examine effectiveness teachers providing contentfocused openended questioning strategies included argument writing foundational fraction content using practicebased professional development pbpd selfregulated strategy development srsd implementing writingtolearn strategy called factr2c2 report relative number higherorder mathematical content questions teachers asked instruction among three differentlevel question types level 1 yesno questions focused mathematics content level 2 oneword responses focused mathematics content level 3 higherorder openended responses centered around four mathematical practices common core state standards mathematics within wellcontrolled singlecase multiplebaseline design seven special education teachers randomly assigned pbpd factr2c2 intervention tier results indicated 1 teachers relative use level 3 questions increased following introduction fact intervention 2 increase apart professional development training teachers initially received 3 students writing quality improved extent increase teachers relative use level 3 questions implications future directions discussed