Casey Hord

People

Professional Title: 
Associate Professor
Organization/Institution: 
About Me (Bio): 
Casey Hord is an Associate Professor in the Department of Special Education at the University of Cincinnati. He coordinates the Special Education PhD and EdD programs at the University of Cincinnati. His primary research interest is developing interventions in mathematics for students with high incidence disabilities. Other research interests include the role of visual representations in mathematics teaching for addressing difficulties with working memory, the mathematical reasoning processes of students with high incidence disabilities, and the potential role of tutors for students with disabilities in urban, suburban, and rural settings.
University of Cincinnati (UC)
08/01/2018

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1. These trainings will prepare tutors to address the challenges that students with learning disabilities often face—especially challenges related to working memory and processing—and to build on students’ strengths as they engage with Algebra 1.

Purdue University
08/01/2008

The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.

University of Cincinnati (UC)
09/01/2014

This project will develop and evaluate a module for use in a 7th grade classroom that promotes student development of 21st Century skills with a particular focus on student development of scientific reasoning. The technology-enhanced curriculum will be designed to engage learners in deep and meaningful investigations to promote student learning of content in parallel with 21st century skills.