Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 17

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Book Description
The combination of "Carnegie Learning Curricula and Cognitive Tutor[R] Software" merges algebra textbooks with interactive software developed around an artificial intelligence model that identifies strengths and weaknesses in an individual student's mastery of mathematical concepts. The software customizes prompts to focus on areas in which the student is struggling and routes the student to problems that address those specific concepts. The What Works Clearinghouse (WWC) reviewed 24 studies on "Carnegie Learning Curricula and Cognitive Tutor[R] Software" for high school students. Two of these studies meet WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 20 studies do not meet either WWC evidence standards or eligibility screens. Based on the four studies, the WWC found no discernible effects on mathematics achievement for high school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures for the mathematics achievement domain; (3) Summary of study findings included in the rating for the mathematics achievement domain; (4) Summary of subscale findings for the mathematics achievement domain; (5) "Carnegie Learning Curricula and Cognitive Tutor[R] Software" rating for the mathematics achievement domain; and (6) Extent of evidence by domain. (Contains 7 footnotes.).

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 24

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Book Description
"Carnegie Learning Curricula and Cognitive Tutor"[R], published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series that integrates numeric, algebraic, geometric, and statistical content. The developer indicates that the program is aligned with most state standards and the standards set by the National Council of Teachers of Mathematics. The program can be customized to meet other state-specific standards. The What Works Clearinghouse (WWC) identified 27 studies that investigated the effects of "Carnegie Learning Curricula and Cognitive Tutor"[R] on math performance for high school students. The WWC reviewed 11 of those studies against group design evidence standards. Three studies (Cabalo, Jaciw, & Vu, 2007; Campuzano, Dynarski, Agodini, & Rall, 2009; & Pane, McCaffrey, Slaughter, Steele, & Ikemoto, 2010) are randomized controlled trials that meet WWC evidence standards without reservations, and three studies (Shneyderman, 2001; Smith, 2001; & Wolfson, Koedinger, Ritter, & McGuire, 2008) are randomized controlled trials or quasi-experimental designs that meet WWC evidence standards with reservations. These six studies are summarized in this report. Five studies do not meet WWC evidence standards. The remaining 16 studies do not meet WWC eligibility screens for review in this topic area. Appended are: (1) Research details for Cabalo et al., 2007, Campuzano et al., 2009, Pane et al., 2010, and Shneyderman, 2001; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Summary of supplemental findings for the mathematics achievement domain. A glossary of terms is included. (Contains 7 tables, 4 additional sources and 7 endnotes.).

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 11

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Book Description
The "Cognitive Tutor[R] Algebra I" curriculum, published by Carnegie Learning, is an approach that combines algebra textbooks with interactive software. The software is developed around an artificial intelligence model that identifies strengths and weaknesses in each individual student's mastery of mathematical concepts. It then customizes prompts to focus on areas where the student is struggling and sends the student to new problems that address those specific concepts. The What Works Clearinghouse (WWC) reviewed 14 studies on "Cognitive Tutor[R] Algebra I." One of these studies meets WWC evidence standards; the remaining 13 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found potentially positive effects on math achievement. The conclusions presented in this report may change as new research emerges. Six appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings; (4) Summary of additional findings; (5) Rating by achievement domain and (6) Extent of evidence by domain. (Contains 8 footnotes.) [This report has been updated to include reviews of studies released since an earlier WWC Intervention Report. For the previous report, see ED499299.].

Author: Mathematica Policy Research, Inc
Publisher:
ISBN:
Category :
Languages : en
Pages : 39

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Book Description
"Cognitive Tutor"ʼ is a secondary mathematics curriculum developed by Carnegie Learning that focuses on how students think about and learn mathematics. Teachers facilitate student learning as students acquire and apply new information and discuss their work. The curriculum can be implemented using a textbook, adaptive software, or combination of textbook and software activities. This What Works Clearinghouse (WWC) intervention report focuses on studies of all "Cognitive Tutor"ʼ secondary courses, which include: "Algebra I," "Algebra II," and "Geometry," as well as "Integrated Math I," "II," and "III," a three-course series that integrates numeric, algebraic, geometric, and statistical content. WWC identified six studies of "Cognitive Tutorʼ Algebra I" and one study of "Cognitive Tutorʼ Geometry" that both fall within the scope of the Secondary Mathematics topic area and meet WWC group design standards. Two studies of "Cognitive Tutorʼ Algebra I" meet WWC group design standards without reservations, and four studies of "Cognitive Tutorʼ Algebra I" meet WWC group design standards with reservations. Together, these six studies included 12,840 students in grades 8-13 in 118 locations. The one study of "Cognitive Tutorʼ Geometry" also meets WWC group design standards with reservations. This study included 669 students in grades 9-12 in eight locations. The following are appended: (1) Research details for: Cabalo et al. (2007), Ritter et al. (2007), Campuzano et al. (2009), Pane et al. (2014), Shneyderman (2001), Wolfson et al. (2008), and Pane et al. (2010); (2) Outcome measures for each domain; (3) Findings included in the rating for studies of: "Cognitive Tutorʼ Algebra I" for the algebra domain, "Cognitive Tutorʼ Algebra I" for the general mathematics achievement domain, and "Cognitive Tutorʼ Geometry" in the geometry domain; and (4) Description of supplemental findings of "Cognitive Tutorʼ Algebra I" for the general mathematics achievement domain. A glossary of terms is included.

Author: Kieron Sheehy
Publisher: Routledge
ISBN: 1317290259
Category : Education
Languages : en
Pages : 282

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Book Description
When should children begin their digital diet? Does the use of new technology hinder or enhance children's literacy development? Do new technologies give children new abilities or undermine their skills and identities? Are learners safe in modern online educational spaces? Kieron Sheehy and Andrew Holliman have assembled expert contributors from around the world to discuss these questions and have divided the book into three parts: early engagement with new technologies: decisions, dangers and data new technology: supporting all learners or divisive tools global and cultural reflections on educational technology. Education and New Technologies focuses on aspects of education where the use of twenty-first-century technologies has been particularly controversial, contemplating the possible educational benefits alongside potential negative impacts on learners. Topics covered include: e-books and their influence on literacy skills games-based learning the impact of new technologies on abilities and disabilities learning analytics and the use of large-scale learner data cyberbullying intelligent technologies and the connected learner. A twenty-first-century book for twenty-first-century concerns, Education and New Technologies presents up-to-date research and clear, engaging insight about the relationship between technology and how we learn.

Author: Lani Florian
Publisher: SAGE
ISBN: 1446296997
Category : Education
Languages : en
Pages : 1041

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Book Description
The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook′s breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 15

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Book Description
"Curiosity Corner" is a comprehensive early childhood curriculum designed to help children at risk of school failure because of poverty. The program offers children experiences that develop the attitudes, skills, and knowledge necessary for later school success with a special emphasis on children's language and literacy skills. "Curiosity Corner" comprises two sets of 38 weekly thematic units, one for three-year-olds and one for four-year-olds. Each day the program staff present children with learning experiences through sequential daily activities. The program provides training, support, and teaching materials for teaching staff and administrators. Parents are encouraged to participate in children's learning through activities both inside and outside the classroom. One study of "Curiosity Corner" met the What Works Clearinghouse (WWC) evidence standards with reservations. The study included 316 three- and four-year-old children from four urban, high poverty school districts in New Jersey. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Curiosity Corner" to be small for oral language and for cognition. No studies that met WWC evidence standards with or without reservations addressed print knowledge, phonological processing, early reading/writing, or math. "Curiosity Corner" was found to have no discernible effects on oral language and cognition. [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Chambers, B., Chamberlain, A., Hurley, E. A., & Slavin, R. E. (2001, April). "Curiosity Corner: Enhancing preschoolers' language abilities through comprehensive reform." Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.].

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 13

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Book Description
"EnVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels. The What Works Clearinghouse (WWC) identified one study of "enVisionMATH" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. The study meets WWC evidence standards without reservations, and included 1,156 elementary school students in the second and fourth grades in eight locations across the United States. The WWC considers the extent of evidence for "enVisionMath" on the math performance of elementary school students to be small for the mathematics achievement domain, the only outcome domain examined for studies reviewed under the Elementary School Mathematics topic area. "enVisionMath" was found to have potentially positive effects on mathematics achievement for elementary school students. Appended are: (1) Research details for Resendez & Azin, 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for Year 2 for the mathematics. A glossary is included. (Contains 4 tables, 6 endnotes and 1 additional source.).

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 14

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Book Description
Project CRISS[R] (CReating Independence through Student-owned Strategies) is a professional development program for teachers that aims to improve reading, writing, and learning for 3rd- through 12th-grade students. The implementation of Project CRISS[R] does not require a change in the curriculum or materials being used in the classroom, but instead calls for a change in teaching style to focus on three primary concepts derived from cognitive psychology and brain research. These three concepts include students (1) monitoring their learning to assess when they have understood content, (2) integrating new information with prior knowledge, and (3) being actively involved in the learning process through discussing, writing, organizing information, and analyzing the structure of text to help improve comprehension. In Project CRISS[R], teachers incorporate these concepts into their regular classroom instruction through the use of comprehension strategies (such as using background knowledge, questioning, organizing graphically, and summarizing). Project CRISS[R] calls for students to apply these comprehension strategies to content they encounter, to gain an understanding of when and how it is most appropriate to use these strategies, and to learn to use the strategies that work best for them. Two studies of Project CRISS[R] that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards. The two studies included 2,569 students, ranging from grade 4 through grade 6, who attended public schools in Arizona, California, Florida, Georgia, Louisiana, Montana, Oregon, Texas, Virginia, and Wisconsin. Based on these two studies, the WWC considers the extent of evidence for Project CRISS[R] on adolescent learners to be medium to large for the comprehension domain. No studies that meet WWC evidence standards examined the effectiveness of Project CRISS[R] on adolescent learners in the alphabetics, reading fluency, or general literacy achievement domains. Project CRISS[R] was found to have potentially positive effects on comprehension for adolescent learners. Appended are: (1) Study characteristics: Horsfall & Santa, 1994 (random assignment study); (2) Study characteristics: James-Burdumy et al., 2009 (randomized controlled trial); (3) Outcome measures for the comprehension domain; (4) Summary of study findings included in the rating for the comprehension domain; (5) Project CRISS[R] rating for the comprehension domain; and (6) Extent of evidence by domain. (Contains 20 footnotes.) [The following two studies are reviewed in this intervention report: Horsfall, S., & Santa, C. (1994). "Project CRISS: Validation report for the Program Effectiveness Panel." Unpublished manuscript; and James-Burdumy, S., Mansfield, W., Deke, J., Carey, N., Lugo-Gil, J., Hershey, A., et al. (2009). "Effectiveness of selected supplemental reading comprehension interventions: Impacts on a first cohort of fifth-grade students" (NCEE 2009-4032). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.].

Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 23

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Book Description
The What Works Clearinghouse (WWC) reviewed interventions to promote middle school students' math knowledge and skills. Because there is some variation in how school districts organize middle school, we considered curricula aimed at students in grades 6 through 9, covering one or more of the following content areas: numbers and operations, algebra, geometry, measurement, and data analysis and probability. Only core, comprehensive math curricula were eligible for inclusion in this review. These curricula extend over the course of one semester or more, are central to students' regular school instruction, and are based on any combination of text materials, manipulatives, computer software, videotapes, and other materials. The WWC looked at 361 studies. Of these, 203 appeared to be studies of practices or other interventions that did not qualify for our review. Of the 158 remaining studies, 21 studies of 7 curricula met our evidence standards, 4 without reservations and 17 with reservations. Altogether, the WWC looked at 34 interventions: 7 had studies that met WWC standards with or without reservations and 27 had studies that did not meet WWC evidence screens. No eligible studies were identified for an additional 16 programs at the time of this review. (The identification of eligible programs ended in September 2005, and that of eligible studies in July 2006.) The WWC rated the effectiveness of middle school math curricula based on the available research evidence. In looking at math achievement for the 7 curricula: "I Can Learn[R] Pre-Algebra and Algebra" had positive effects; "Saxon Middle School Math" had positive effects; "Cognitive Tutor" had potentially positive effects; "The Expert Mathematician" had potentially positive effects; and "UCSMP Algebra" had potentially positive effects. Two other curricula had mixed effects on math achievement. (Contains 2 tables and 1 figure.) [The following studies met WWC standards and are reviewed in this intervention report: (1) Morgan, P., and Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor Algebra I on student knowledge and attitude. Retrieved November 22, 2006, from http://www.carnegielearning.com/research/research_reports/morgan_ritter_2002.pdf; (2) Kirby, P. C. (2006, October). I CAN Learn[R] in Orleans Parish Public Schools: Effects on LEAP 8th grade math achievement, 2003-2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122); (3) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955); (4) Williams, D. D. (1986). The incremental method of teaching algebra I. Kansas City: University of Missouri; and (5) Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. "Dissertation Abstracts International," 58 (7), 2573A. (UMI No. 9800955).].