Evaluating the Impact of Supplemental Online Math Instruction and Intervention PDF Download
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Author: Craig R. Tornquist
Publisher:
ISBN:
Category : Mathematics instruction
Languages : en
Pages : 53
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Book Description
This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Author: Craig R. Tornquist
Publisher:
ISBN:
Category : Mathematics instruction
Languages : en
Pages : 53
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Book Description
This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Author: Joseph F. Kovaleski
Publisher: Guilford Publications
ISBN: 1462550444
Category : Education
Languages : en
Pages : 290
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Book Description
From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K–12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Paul J. Riccomini
Publisher: Corwin Press
ISBN: 1412966353
Category : Education
Languages : en
Pages : 169
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Book Description
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
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Book Description
Author: Nicholas Elwin Hoda
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages :
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Book Description
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.
Author: Francis M. Fennell
Publisher: National Council of Teachers of English
ISBN: 9780873536547
Category : Children with disabilities
Languages : en
Pages : 255
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Book Description
Is it a learning disability or a teaching disability?"" Achieving Fluency presents the understandings that all teachers need to play a role in the education of students who struggle: those with disabilities and those who simply lack essential foundational knowledge. This book serves teachers and supervisors by sharing increasingly intensive instructional interventions for struggling students on essential topics aligned with NCTM's Curriculum Focal Points, the new Common Core State Standards for Mathematics, and the practises and processes that overlap the content. These approaches are useful for both overcoming ineffective approaches and implementing preventive approaches.
Author: Alice Prince
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 198
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Book Description
This study investigated the degree of correspondence between a comparative content analysis guide and each of 4 supplemental mathematics programs for children experiencing math difficulties. The four programs were broken down into five constituent parts to determine their nature and the degree to which they corresponded to the criteria outlined in the comparative analysis guide. As a specific indicator of quality, the analysis guide criteria were used to evaluate the relative merits of the four intervention programs across five areas: program design, assessment, instruction, universal access, and professional development. The evaluation followed a qualitative design in which comparative data on each of 28 specific topics were compiled and analyzed. These fmdings were synthesized in order to determine which programs had the highest degree of correspondence in each area, as well as overall. Using the guide criteria, the four intervention programs were evaluated for their potential to increase performance for students with math difficulties. This study also included profile and background information on each program, as well as a discussion of the process of evaluating supplemental mathematics curricula. Key Words: Mathematics, number sense, comparative content analysis guide, rubric
Author: Stacey Ann Kosciolek
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Book Description
Author: Haiwen Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 17
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Book Description
This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.).
