Scott K. Baker spends much of his time researching Teaching method, Mathematics education, Learning disability, Special education and Educational research. His Teaching method study incorporates themes from Comprehension, Metacognition and Curriculum. He has researched Mathematics education in several fields, including Empirical research and Reading comprehension, Reading.
His Learning disability research incorporates elements of Writing process and At-risk students. In Special education, Scott K. Baker works on issues like Spelling, which are connected to Response to intervention, Word recognition, Sentence and Transcription. His work in the fields of Educational research, such as Research utilization, intersects with other areas such as Research based, Professional practice and Management science.
Scott K. Baker mainly focuses on Mathematics education, Teaching method, Reading, Learning disability and At-risk students. His research in Mathematics education tackles topics such as Vocabulary which are related to areas like Literacy. His study in Teaching method is interdisciplinary in nature, drawing from both Professional development and Educational research.
His research investigates the connection between Reading and topics such as Fluency that intersect with issues in Spelling. His study looks at the relationship between Learning disability and topics such as Curriculum, which overlap with Mathematics curriculum. His work in Reading comprehension tackles topics such as Comprehension which are related to areas like Narrative.
Scott K. Baker mainly investigates Mathematics education, At-risk students, Reading, Core-Plus Mathematics Project and Tier 2 network. The concepts of his Mathematics education study are interwoven with issues in Context, Psycholinguistics and Set. His Context study integrates concerns from other disciplines, such as Narrative, Comprehension, Language proficiency, Vocabulary and Literacy.
His biological study spans a wide range of topics, including Developmental psychology, Curriculum-based measurement and Standardized test. His Core-Plus Mathematics Project research focuses on Mathematics instruction and how it relates to Intervention effect. His Independent study study introduces a deeper knowledge of Teaching method.
The scientist’s investigation covers issues in Mathematics education, Mathematics instruction, At-risk students, Core-Plus Mathematics Project and Intervention program. His study in the fields of Number sense and English proficiency under the domain of Mathematics education overlaps with other disciplines such as Tier 2 network, Knowledge base and Outcome measures. Borrowing concepts from Observation data, Scott K. Baker weaves in ideas under Mathematics instruction.
His At-risk students research includes elements of Numeracy, Moderated mediation and Core curriculum. The Core-Plus Mathematics Project study combines topics in areas such as Mathematical content, Context and Professional development. His Intervention program research incorporates themes from Intervention effect, Learning disability and Early numeracy.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research
Russell Gersten;Lynn S. Fuchs;Joanna P. Williams;Scott Baker.
Review of Educational Research (2001)
Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
Russell Gersten;David J. Chard;Madhavi Jayanthi;Scott K. Baker.
Review of Educational Research (2009)
What We Know about Effective Instructional Practices for English-Language Learners
Russell Gersten;Scott Baker.
Exceptional Children (2000)
A Synthesis of Empirical Research on Teaching Mathematics to Low- Achieving Students.
Scott Baker;Russell Gersten;Dae-Sik Lee.
Elementary School Journal (2002)
Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis
Russell Gersten;Scott Baker.
Elementary School Journal (2001)
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.
Russell Gersten;Scott K. Baker;Timothy Shanahan;Sylvia Linan-Thompson.
What Works Clearinghouse (2007)
Factors Enhancing Sustained Use of Research-Based Instructional Practices
Russell Gersten;David Chard;Scott Baker.
Journal of Learning Disabilities (2000)
Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence:
David J. Chard;Leanne R. Ketterlin-Geller;Scott K. Baker;Christian Doabler.
Exceptional Children (2009)
Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools.
Scott K. Baker;Keith Smolkowski;Rachell Katz;Hank Fien.
School Psychology Review (2008)
Teaching Expressive Writing to Students with Learning Disabilities Research-Based Applications and Examples
Scott Baker;Russell Gersten;Steve Graham.
Journal of Learning Disabilities (2003)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: