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Instructional interactions that occur between teachers and students around foundational mathematics topics are critical for supporting mathematical proficiency among students with mathematics learning disabilities (MLD). This study investigated whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions (i.e., overt teacher modeling, student practice opportunities, and academic feedback) experienced during an empirically validated Tier 2 kindergarten mathematics intervention. It also examined whether the quantity and quality of such instructional interactions predicted gains in student mathematics achievement. Researchers conducted 740 direct observations of 255 intervention groups within a multiyear, randomized controlled trial. Results suggested that intervention groups with lower initial mathematics skill received higher rates of academic feedback and made more frequent errors. In addition, more frequent and higher quality academic feedback and group practice opportunities predicted increased mathematics achievement. Implications for investigating the active ingredients of mathematics interventions are discussed.

Previous studies demonstrate the positive effects of explicit mathematics intervention on the mathematics outcomes of students at risk for mathematics difficulties (MD). One such intervention was the Tier 2 Booster Intervention (T2BI), a supplemental mathematics intervention focused on whole number concepts and skills that detailed the explicit and systematic instructional design of T2BI. However, findings from past research suggest that some students do not adequately respond to this purposefully designed intervention. Against that backdrop, the focus of this study is to address this notion of minimal response to intervention by integrating a select set of validated Cognitive Learning Principles (CLPs) into T2BI and investigating the extent to which students with MD respond favorably to the resulting intervention. Employing a multiple baseline design, our results showed a functional relation between the provision of an intervention with CLPs and increasing accuracy scores on both proximal and distal measures across the four participants with MD. These findings and their broader implications using CLPs to reduce minimal response to well-designed mathematics interventions are discussed., Author(s): Maryam Nozari [sup.1] , Diane P. Bryant [sup.2] , Christian T. Doabler [sup.2] , Terry S. Falcomata [sup.2] , Meijia Liu [sup.2] , Rene Grimes [sup.3] Author Affiliations: (1) [...]

The purpose of this study was to examine geometry interventions for students with learning disabilities. We synthesized nine intervention studies by focusing on the geometry concepts and skills taught to students with learning disabilities, intervention types used, instructional components embedded, and the methodological rigor of the studies. Intervention studies were mainly single-case designs. The geometry topics included angle recognition, and perimeter, area, and volume problems. The findings of this synthesis contribute to the current literature by showing that geometry interventions for students with learning disabilities incorporated proven effective instructional components (e.g., multiple representations, skill modeling). Regarding the methodological rigor, the results showed several issues, including the lack of description of interventionist training, intervention treatment fidelity, and adequate technical information for student outcome measures. Limitations of the studies and suggestions for future intervention research are discussed.

The NiCo2O4 nanosheets arrays with oxygen vacancies on Ni foam (NiCo2O4/NF) hybrid electrode is made utilizing high-pressure hydrothermal synthesis and subsequent heat treatment. Benefitting from the joint contribution of the greater specific surface area, sufficient oxygen vacancies, and unique nanosheet array structure, the NiCo2O4/NF electrode exhibits an enhanced electrochemical properties, such as a high specific capacitance of 1452.6 F/g at 1 A/g and prominent cycle stability with a capacitance retention of 98.67% after 4000 cycles. Moreover, the capacitance remains at 591 F/g at 50 A/g, demonstrating better rate capability. In addition, an asymmetric supercapacitor (ASC) was assembled based on NiCo2O4/NF//activated carbon (AC). Such an ASC delivers a high energy density of 47.95 Wh/kg at the power density of 750 W/kg and retains Wh/kg at W/kg. The ASC exhibits a preeminent cycling stability with a specific capacitance retention rate of 98.68% of initial capacitance after 25,000 cycles under 80 A/g. [ABSTRACT FROM AUTHOR]

Lithium–sulfur (Li–S) batteries have gained considerable attention for high theoretical specific capacity and energy density. However, their development is hampered by the poor electrical conductivity of sulfur and the shuttle of polysulfides. Herein, the acidified bamboo-structure carbon nanotubes (BCNTs) were mixed with polyvinylidene difluoride and pyrolyzed at high-temperature to obtain the fluorinated bamboo-structure carbon nanotubes (FBCNTs), which were compounded with sulfur as the cathode. The prepared S@FBCNTs with sulfur loading reaching 74.2 wt.% shows a high initial specific capacity of 1407.5 mAh·g−1 at the discharge rate of 0.1 C. When the discharge rate was increased to 5 C, the capacity could be maintained at 622.3 mAh·g−1. The electrical conductivity of carbon nanotubes is effectively improved by semi-ionic C–F bonds formed by the doped F atoms and carbon atoms. Simultaneously, the surface of the F-containing carbon tubes exhibits strong polarity and strong chemisorption effect on polysulfides, which inhibits the shuttle effect of Li–S batteries. [ABSTRACT FROM AUTHOR]