Download or read book A Mixed methods Program Evaluation of Two Middle School Mathematics Intervention Programs written by Angela Ostwalt Hines and published by . This book was released on 2016 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to conduct a program evaluation of two mathematics intervention programs, Transmath and Vmath, in order to discover whether students who are exposed to the intervention programs will show growth in their mathematics performance. The effectiveness of the programs was measured quantitatively by collecting a pre and postassessment score using Moby Max and qualitatively regarding the implementation and effectiveness of the two programs by conducting classroom observations and teacher interviews. -- The literature in this study identifies the connection between RTI, tiered intervention, mathematics intervention, and program implementation fidelity. The current literature contains a great deal of information on mathematics programs and how they help raise achievement scores on standardized testing; however, little literature is available comparing the use of mathematics programs and the amount of growth produced. Knowing that there is a gap in the research as to mathematics intervention programs and how they help raise achievement scores, this study aimed to address the following overarching research question: How effective are the Transmath and Vmath programs when used as an intervention strategy for struggling middle grade math students? -- This study is significant in that it presents findings related to the effectiveness of the Transmath and Vmath interventions and the relationship between academic growth as measured by Moby Max and program implementation and teacher perception. Information from this program evaluation offers insight into which mathematics intervention program will result in the most achievement growth for middle school students.

Download or read book A Convergent Parallel Mixed Methods Study Measuring the Impact of Math Economics Cross Curricular Intervention written by Kelli Leanne Kelley and published by . This book was released on 2021 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research studies in the past have linked math ability to success in economics courses. However, most of these studies have utilized a quantitative study design with limited studies testing the influence of math interventions on student’s academic ability in economics courses. This study will use a convergent mixed-methods research design to quantitatively measure the impact of a Math intervention on High School 11th and 12th grade Economics students and qualitatively observe student engagement and motivation during the intervention. A causal-comparative research design will be utilized for the quantitative strand to compare math ability in economics courses between students who participated in the intervention (experimental group) and those who did not participate in the intervention (control group). Students will be selected for the intervention based on their algebra and/or geometry end of course test scores as well as Northwest Evaluation Association Measures of Academic Progress Math 6+ Growth scores. Participants must have earned a level of beginning or developing learner on one or both tests. This study will utilize cross-curriculum collaboration between math and economics departments to develop and refine the intervention. Two years of retrospective data will be analyzed because the intervention started in 2018-19 academic year in the targeted school. Additionally, the researcher will collect data on student’s knowledge in the beginning, middle, and end of semester in the 2020-21 academic year. A dependent t-test will be utilized to measure change in student knowledge during the intervention which would assess the extent to which the intervention is successful in improving the Economics benchmark test scores. A phenomenological research design will be used for the qualitative strand to explore student engagement and motivation during math based economic interventions. Triangulation of quantitative and qualitative strands will occur through embedding and linking integration techniques.

Download or read book Mixed Methods Design in Evaluation written by Donna M. Mertens and published by SAGE Publications. This book was released on 2017-07-13 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mixed Methods Program Evaluation discusses the major frameworks that are used to design mixed methods evaluations. Multiple examples of the different frameworks are used to illustrate mixed methods evaluations in practice.

Download or read book An Evaluation of a Short term Intervention Program on Middle School Girls Value of Mathematics written by Laurie Bowers and published by . This book was released on 1992 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

Download or read book The Oxford Handbook of Multimethod and Mixed Methods Research Inquiry written by Sharlene Nagy Hesse-Biber and published by Oxford Library of Psychology. This book was released on 2015 with total page 777 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a variety of innovative methods and tools, this book provides a comprehensive and up-to-date presentation on multi and mixed methods research.

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Initiatives to raise young people s interest and participation in STEM written by Milagros Sainz and published by Frontiers Media SA. This book was released on 2023-03-23 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Program Evaluation Theory and Practice written by Donna M. Mertens and published by Guilford Press. This book was released on 2012-02-20 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt: This engaging text takes an evenhanded approach to major theoretical paradigms in evaluation and builds a bridge from them to evaluation practice. Featuring helpful checklists, procedural steps, provocative questions that invite readers to explore their own theoretical assumptions, and practical exercises, the book provides concrete guidance for conducting large- and small-scale evaluations. Numerous sample studies—many with reflective commentary from the evaluators—reveal the process through which an evaluator incorporates a paradigm into an actual research project. The book shows how theory informs methodological choices (the specifics of planning, implementing, and using evaluations). It offers balanced coverage of quantitative, qualitative, and mixed methods approaches. Useful pedagogical features include: *Examples of large- and small-scale evaluations from multiple disciplines. *Beginning-of-chapter reflection questions that set the stage for the material covered. *"Extending your thinking" questions and practical activities that help readers apply particular theoretical paradigms in their own evaluation projects. *Relevant Web links, including pathways to more details about sampling, data collection, and analysis. *Boxes offering a closer look at key evaluation concepts and additional studies. *Checklists for readers to determine if they have followed recommended practice. *A companion website with resources for further learning.

Download or read book Mixed Methods Research and Culture Specific Interventions written by Bonnie K. Nastasi and published by SAGE Publications. This book was released on 2015-06-16 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mixed Methods Research and Culture-Specific Interventions shows practicing social scientists and graduate students how to account for cultural factors when developing and evaluating psychological and educational interventions using mixed methods research. Providing a methodological basis for handling cultural influences when engaged in intervention and/or evaluation work, the book covers a range of topics, including mixed methods research, program evaluation, ethnography, and intervention design. Throughout the book, authors Bonnie K. Nastasi and John H. Hitchcock integrate illustrative examples to make more abstract content accessible. Mixed Methods Research and Culture-Specific Interventions is Volume 2 in the SAGE Mixed Methods Research Series.

Download or read book Homework Organization and Planning Skills HOPS Interventions written by Joshua Morris Langberg and published by . This book was released on 2011-07-31 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: On busy school nights, homework and long-term projects often get pushed to the bottom of the list, especially by students who struggle with organization.Introducing Homework, Organization, and Planning Skills (HOPS) Interventions. This practical manual guides you through evidence-based interventions for homework completion and recording, organization, time management, and planning skills. Learn the skills to approaching each student as an individual and reinforcing positively without the negative.With this tool, you'll be ready to successfully:Implement organization skills interventionsHelp students with ADHD and executive functioning problemsApply to work with individuals, small groups, or a full classroomTranslate skills learned into positive results in the classroomPlus, mobilize parents to develop better at-home habits with HOPS for Parents, the companion guide for caregivers. The two books are now available as a bundled set.Includes a CD-ROM

Download or read book Evaluating the Promise of the FUSION Tier 2 Math Intervention written by Mari Strand Cary and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The low level of mathematics performance of U.S. students in relation to national standards and in international comparisons has concerned educators and policy makers for many years. The authors' primary goals were to design a feasible and usable intervention and gather data on the promise of the intervention to foster students' conceptual understanding of whole number concepts and skills and procedural fluency. The FUSION curriculum was developed using an iterative design process aligned with design experiment methodology. The pilot study took place in nine schools in two suburban school districts in the northwest. The FUSION program is a Grade 1 (Tier 2) mathematics intervention that focuses specifically on building students' early knowledge of whole number concepts. Results indicate that understanding student outcomes, program implementation fidelity, and interventionists' perceptions of--and reactions to--the intervention has been a crucial piece of the iterative design process. The Pilot Study results revealed differential effects for proximal and distal outcomes and the degree to which measured outcomes align with teachers' perceptions of the program's utility. The authors state that their results and the resulting conversations will be useful to the team as they move forward with other curricula design and implementation efforts and as they finalize plans to propose--and conduct--a subsequent FUSION efficacy study.

Download or read book Evaluating Programs to Increase Student Achievement written by Martin H. Jason and published by Corwin Press. This book was released on 2008-03-27 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This updated edition on evaluating the effectiveness of school programs provides an expanded needs-assessment section, additional methods for data analysis, and tools for communicating program results.

Download or read book The Use of Program Theory in Mathematics Education Evaluation Research written by Charles Munter and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: One purpose of education research is to develop and rigorously evaluate the effectiveness of programs for supporting students' learning and achievement. The Institute of Education Sciences has amplified that purpose (Shadish & Cook, 2009) and attempted to improve the methodological standards for conducting such work--primarily through the What Works Clearinghouse (WWC), which, since 2002, has supported an ongoing effort to synthesize research on the effectiveness of educational interventions, programs, and policies. According to its stringent, methodological standards, only "well-designed and well-implemented" randomized controlled trials and studies employing quasi-experimental designs with equating or matching are included in the WWC's 15 topical syntheses, one of which is mathematics. Despite repeated calls for increased attention to theory in program evaluation for more than 25 years, recent reviews of the literature suggest that the field has seen little change (Confrey & Stohl, 2004; Coryn, Noakes, Westine, & Schrt̲er, 2010; Weiss, 1997). The requirement that evaluators link research designs to the theories underlying the programs they evaluate is not included in the WWC's standards for rigorous evaluations. Given the considerable differences in mathematical goals and theories of learning from which mathematics programs are designed, and the high stakes for students' mathematics learning and academic futures (as well as for the fortunes of program developers), it is important to ask whether the WWC's methodological specifications are sufficient, or whether program evaluation has once again lost (or perhaps never gained) sight of the role of theory in evaluation design and implementation (Bickman, 1987), resulting in overly-constrained and uninterpretable syntheses of otherwise methodologically strong evaluation research (Schoenfeld, 2006). The purpose of this paper is to determine whether calls for theory-based evaluation research have had an impact on the extent to which evaluators of mathematics programs attend to program theory in their design, implementation, and reporting of studies. For each report that met stringent methodological standards (i.e., WWC evidence standards), the authors asked: (1) What type of program theory was articulated (none, sub-theoretical, or theoretical; Lipsey et al., 1985); (2) What was the quality of evaluators' articulation of program theory (entirely implicit, drawn from a limited number of resources such as developer or publisher descriptions, or drawn from multiple resources and situated in the research literature); (3) How was the articulated program theory used in the evaluation; and (4) To what extent does attention to program theory vary by characteristics of the program and evaluator(s), such as the nature of the program's mathematics learning goals and instruction (i.e., back-to-basics, typical, inquiry-based, or blended); type of publication (e.g., peer-reviewed journal or technical report); funding source (e.g., Federal/state agency or publisher/developer); and timing of analysis (i.e., primary or secondary analysis)? Modeled after the WWC's process, every report was examined and coded independently by two individuals employing the same coding scheme, and research questions listed here. The findings of evaluation studies guide the decisions of policy makers at every level, including the adoption of both curriculum materials and intervention programs. These decisions are consequential for students' mathematics learning and academic futures. It is therefore crucial that evaluators "get it right" when assessing the effectiveness of such programs. This analysis indicates that WWC's methodological specifications are inadequate because they overlook understanding and using theory in evaluation design and implementation. In general, evaluation research of mathematics programs needs to improve in its attention to and use of program theory. Tables and figures are appended.

Download or read book What Is the Influence of the National Science Education Standards written by National Research Council and published by National Academies Press. This book was released on 2002-12-05 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.