Heba Abdelnaby
Biographic Data
| ID | 5071243 |
|---|---|
| NAME | Heba Abdelnaby |
| GIVEN NAMES | Heba |
| FAMILY NAME | Abdelnaby |
| SIGNATURE | ABDELNABY H |
| AFFILIATIONS | Department of Special Education University of Missouri Columbia Missouri USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Missed Connections
Students with and without disabilities increasingly learn to read within multitiered systems of support that provide universal (Tier 1) instruction and targeted (Tier 2) intervention. Researchers have emphasized the importance of evaluating Tier 2 interventions in relation to the quality and coherence of Tier 1 instruction. Although large-scale studies increasingly report implementation fidelity and alignment across tiers, it is unclear to what e…
A Meta‐Analysis on the Effects of Peer Tutoring on Emergent Bilinguals’ Academic Achievement
This meta‐analysis investigated the effects of peer tutoring interventions on the academic achievement of Emergent Bilingual (EB) students from preschool through Grade 12. Fourteen studies, including peer‐reviewed journal articles and unpublished dissertations published between 2010 and 2021, were analyzed based on study characteristics, student variables, and intervention characteristics. The findings indicate that peer tutoring yielded a modera…
Mathematics anxiety, trait emotional intelligence, and self‐concept
This study examined how mathematics anxiety, trait emotional intelligence, and mathematics self‐concept predict calculation fluency, numerical operations, and mathematical reasoning in students with and without mathematics learning difficulties (MLD). Participants ( N = 326) were third‐ to fifth‐grade students from China who completed standardized mathematics performance assessments and self‐report measures of mathematics anxiety and trait emotio…
No prominent works on this page.
A Meta‐Analysis on the Effects of Peer Tutoring on Emergent Bilinguals’ Academic Achievement
This meta‐analysis investigated the effects of peer tutoring interventions on the academic achievement of Emergent Bilingual (EB) students from preschool through Grade 12. Fourteen studies, including peer‐reviewed journal articles and unpublished dissertations published between 2010 and 2021, were analyzed based on study characteristics, student variables, and intervention characteristics. The findings indicate that peer tutoring yielded a modera…
Mathematics anxiety, trait emotional intelligence, and self‐concept
This study examined how mathematics anxiety, trait emotional intelligence, and mathematics self‐concept predict calculation fluency, numerical operations, and mathematical reasoning in students with and without mathematics learning difficulties (MLD). Participants ( N = 326) were third‐ to fifth‐grade students from China who completed standardized mathematics performance assessments and self‐report measures of mathematics anxiety and trait emotio…
Missed Connections
Students with and without disabilities increasingly learn to read within multitiered systems of support that provide universal (Tier 1) instruction and targeted (Tier 2) intervention. Researchers have emphasized the importance of evaluating Tier 2 interventions in relation to the quality and coherence of Tier 1 instruction. Although large-scale studies increasingly report implementation fidelity and alignment across tiers, it is unclear to what e…
Developmental psychology (2 works) · Mathematics education (2 works) · Psychology (2 works) · Academic achievement (1 work) · Anxiety (1 work) · Behavioral and Psychological Studies (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Computer Science (1 work) · Education, Achievement, and Giftedness (1 work) · Educational Research and Pedagogy (1 work)