Foreword |
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xi | |
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Acknowledgments |
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xiii | |
Introduction |
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1 | (6) |
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Acceleration Is Not Remediation |
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4 | (1) |
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4 | (3) |
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1 Research on Acceleration |
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7 | (6) |
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What Is Acceleration? What Is the Shift? |
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7 | (3) |
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10 | (1) |
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What Are the Benefits of Accelerating? |
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10 | (1) |
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11 | (1) |
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11 | (2) |
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2 Planning for Accelerated Lessons: The Importance of Prior Knowledge |
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13 | (12) |
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The Importance of Prior Knowledge |
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13 | (1) |
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What Prior Knowledge Should Be Prioritized? |
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14 | (1) |
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Trickiness of Prior Knowledge |
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14 | (1) |
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The Role of Prior Knowledge in Accelerating Math |
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15 | (1) |
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Explicitly Tapping into Prior Knowledge |
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15 | (1) |
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Schema/Prior Knowledge Maps |
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16 | (1) |
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17 | (8) |
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3 Acceleration and the Teaching of Math Vocabulary |
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25 | (12) |
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Directly Teaching Vocabulary |
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28 | (1) |
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29 | (5) |
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Weaving Vocabulary Throughout the Lesson |
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34 | (1) |
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35 | (2) |
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4 Acceleration Lesson Plan Format |
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37 | (12) |
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37 | (1) |
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38 | (1) |
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39 | (1) |
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Keeping Track Throughout the Lesson |
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39 | (1) |
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39 | (1) |
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Reflecting on the Acceleration Process |
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40 | (1) |
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40 | (9) |
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5 Acceleration and Pedagogy |
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49 | (20) |
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Recommendations for Mathematical Intervention |
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50 | (1) |
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Explicit and Systematic Instruction |
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51 | (2) |
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53 | (4) |
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57 | (2) |
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59 | (4) |
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Building Mathematical Proficiency |
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63 | (3) |
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66 | (1) |
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67 | (1) |
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68 | (1) |
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6 Acceleration: A Primary Classroom Example |
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69 | (30) |
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70 | (1) |
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Learning Trajectory of Addition |
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70 | (1) |
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A Week of Scaffolding the Bridging |
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70 | (3) |
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Strategy: Big Ideas in Addition |
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73 | (3) |
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Tracking a One-Week Acceleration Cycle |
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76 | (11) |
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87 | (1) |
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87 | (6) |
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Reflecting on the Acceleration Cycle |
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93 | (1) |
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Supporting the Acceleration Cycle |
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94 | (4) |
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98 | (1) |
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7 Acceleration: An Upper Elementary Case Study |
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99 | (40) |
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100 | (1) |
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Learning Trajectory of Division |
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101 | (3) |
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Two Weeks of Scaffolding Division: Big Ideas in Division |
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104 | (2) |
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Tracking a Two-Week Acceleration Cycle |
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106 | (18) |
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124 | (1) |
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124 | (6) |
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Reflecting on the Acceleration Cycle |
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130 | (1) |
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Supporting the Acceleration Cycle |
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131 | (6) |
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137 | (2) |
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8 Acceleration: A Middle School Example |
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139 | (34) |
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140 | (1) |
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Learning Trajectory of Division |
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140 | (2) |
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Two Weeks of Scaffolding Fraction Division: Big Ideas in Fractions |
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142 | (3) |
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Tracking a Two-Week Acceleration Cycle |
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145 | (16) |
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161 | (1) |
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161 | (4) |
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Reflecting on the Acceleration Cycle |
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165 | (3) |
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Supporting the Acceleration Cycle |
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168 | (3) |
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171 | (2) |
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9 Connecting Progress Monitoring, Goal Setting, and Motivation |
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173 | (10) |
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Progress Monitoring for Acceleration |
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173 | (3) |
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176 | (2) |
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178 | (1) |
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High-Quality Feedback and Motivation |
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179 | (1) |
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Motivation and Growth Mindset |
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180 | (1) |
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181 | (2) |
Epilogue. Acceleration in Action: A Classroom Example |
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183 | (1) |
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References |
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184 | (10) |
About Dr. Nicki |
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194 | |