No abstract

No abstract

The purpose of this study was to determine how resource teachers (n = 13) and classroom teachers (n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.

No abstract

Research demonstrating that infants discriminate between small and large numerosities is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta-analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential value of the available literature on infant numerosity discrimination using a meta-analytic tool called p-curve, in which the distribution of available p-values is analyzed to determine whether the published literature examining particular hypotheses contains evidential value. P-curves demonstrated evidential value for the hypotheses that infants can discriminate between both small and large numerosities. However, the analyses also revealed that the data on infants' ability to discriminate between large numerosities is less robust and statistically powered than the data on their ability to discriminate small numerosities. We argue there is a need for adequately powered replication studies to enable stronger inferences when grounding theories concerning the ontogenesis of numerical cognition.