Download or read book Mathematics Interventions A Correlational Study of the Relationship Between Level of Implementation of the Accelerated Math Program and Student Achievement written by Deborah Walker Driesel and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction This computer-based program was examined as part of the existing school day, in public school systems in the rural Arkansas area. The results of the study showed a strong correlation between the amount of time and student performance and a decrease in the achievement gap when AM is implemented. Some concerns were noted about lower student gains in older grades and lack of participation in younger grades. Several reasons were explored for this issue, including teacher evaluation, math anxiety, and stereotypes. Findings from the study may help streamline instructional strategies and processes, and improve teacher effectiveness and evaluation procedures for mathematics instruction of all students.
Download or read book The Association Between the Use of Accelerated Math and Students Math Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.
Download or read book Instructional Factors Related to Mathematics Achievement written by Stacey Ann Kosciolek and published by . This book was released on 2003 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Mathematics and Science Education written by Vi-Nhuan Le and published by Rand Corporation. This book was released on 2006 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics instruction.
Download or read book The Relationship Between Student Math Achievement and Teachers Utilizing a Process Involving Interim Instructional Assessments written by Douglas B. Greer and published by . This book was released on 2019 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to recent national and state level assessments, only about one-third of Michigan students are proficient in secondary math. Previous studies have been inconsistent in demonstrating the impact of an interim assessment process on student achievement, especially with high school mathematics. Moreover, previous studies were not found to utilize Hierarchical Linear Models (HLM) to test such a relationship, especially a three level HLM that links secondary students to a primary math teacher. Therefore, the purpose of my study was to ascertain the extent to which math teachers utilized an interim instructional assessment (IIA) process within middle and high schools, and how such utilization levels connected to student achievement. Another purpose was to ascertain the role that the intensity of teacher training had on the levels of utilization within these schools. This quantitative study focuses on how the levels of implementation of the IIA process relate both to levels of teacher training and math achievement of secondary students. The sample included 13,494 students nested within 165 teachers and 35 middle or high schools. The first two research questions examine the variation of the data and the relationship between levels of teacher training and seven research-based components of the IIA process. The final research question examines the relationship between seven components of the IIA process and the student achievement in secondary math. The data analysis reveals differences at the teacher level across the region regarding their utilization of the IIA Process, as well as differences among the student-level math achievement data provided by the state. Such differences were found to have a positive relationship (0.25*) between regional training and higher, self-reported practices of utilizing interim assessments in the classroom. The analysis also shows a positive relationship (0.11**) between growth in student achievement on the state assessment and interim assessment utilization such that a teacher with a lower IIA Process score of 2.8 would expect the students to have an average z-score of 0.09 on the state math test. Whereas a similar teacher with a higher IIA Process score of 5.4 would expect the students to have an average z-score of 0.37 on the state math test. Likely the greatest implication to educational leaders is the impact teachers have on student learning even when controlling for at-risk factors such as poverty. This is evident in the positive relationship between the growth in student math achievement and some of the individual components, in particular, those related to professional learning communities (assessment design, data analysis, supportive structures and relationships) and those related to high impact instruction (student discourse and distributed practice). Educational leaders would want to assess how their school utilizes interim instructional assessments that follow the scope and sequence of instruction and the structures in place to allow for data analysis within a collaborative environment. In other words, those who collaborate around assessment results seem to have a greater impact on student learning. In addition to teachers talking with each other, this research supports the notion that students learn better when talking with each other as well.
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 Applicable Outcomes written by Sean Marco Hamer and published by . This book was released on 2018 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation study focused on the outcomes of a Math program for elementary level students. This mixed-methods study explored the relationship between the implementation of the Investigations Math program and teachers' perceptions of its impacts. The program theory that guided this study stated that teachers who were provided time and resources to examine best practice Math curricula and instructional methods would: adopt and implement a holistic Math program that updated the curriculum; create positive changes in teacher content and pedagogical knowledge; meet the needs of all students, at all proficiency levels; result in a consistent scope and sequence; and lead to improved student achievement. The findings did not fully support the program theory but did inform the school of study of the positive outcomes that the adoption of the Investigations program enhanced teachers' perceptions of: alignment of the curriculum with Common Core Standards for Mathematical Practice; their capabilities as leaders of the inquiry process within the classroom setting; facilitating a Math program with consistency in concepts, student experiences, and assessment; improved students' consistency of good thinking; and increased number sense, perseverance in solving problems, and use of appropriate tools to construct viable arguments. However, analysis of the ERB-CTP4 math achievement test scores revealed negligible changes in the overall mean student performance as a result of the implementation of the Investigations program. Weaknesses in the assessment materials of Investigations also required a supplemental curriculum to be adopted in parts.
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 The Relationship Between I Ready Intervention and Grade 8 Mathematical Achievement written by Kenyatta Shanta Aldridge and published by . This book was released on 2021 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the diagnostic data from the i-Ready program, number of completed i-Ready lessons, and standardized mathematics assessment scores. An intrinsic case study was conducted using interviews from two teachers. The interviews were coded, and common themes were identified. The teachers perceived that the program could help students learn mathematical content if appropriate training was provided. The implications for the study include the need for professional learning and ongoing support for teachers to implement the program effectively.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card written by and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Intensifying Mathematics Interventions for Struggling Students written by Diane Pedrotty Bryant and published by Guilford Publications. This book was released on 2021-05-19 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This key resource for K–12 educators offers a systematic guide to delivering Tier 2 and 3 math interventions within a multi-tiered system of support. The volume explains critical math areas in which many students have difficulty--early numeracy, time and money measurement, number combinations, fractions, word-problem solving, algebra, and more. Leading experts describe relevant standards and show how to use data-based individualization to plan, monitor, and intensify instruction in each area. Beginning with bulleted guiding questions, chapters feature a wealth of evidence-based intervention strategies, lesson-planning ideas, and case examples. Reproducible instructional activities and planning forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Download or read book Effects of a Mathematics Acceleration Course on Achievement and Continued Mathematics Study written by Rachel Neil and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods research was to investigate the achievement outcomes, future enrolment in higher-level Mathematics courses, and program experiences of 13 students involved in a secondary Mathematics acceleration course. Differences in academic results (investigated using a Mann-Whitney U test) and enrolment choices (using proportions and confidence intervals) of accelerated students compared to equally high-achieving students who did not enroll in the acceleration course were analysed. Participants' experiences of Mathematics study were explored through a focus group interview (of accelerated students) and qualitative survey (of non-accelerated students), findings from which helped explain the quantitative results. Findings indicated no statistically significant group differences in achievement outcomes or prevalence of enrolment in high-level Mathematics courses, suggesting that students are not advantaged or disadvantaged by accelerating in relation to academic achievement. Course enrolment data has practical significance due to the high percentage differences in enrolment, indicating further investigation would be appropriate. Students' program experiences were generally negative, most participants indicating they felt they were not adequately supported in the program. Overall, the majority of participants felt that they were left alone to work through the program independently and that teachers were not able to provide them with regular support in the classroom environment. Most were appreciative of the opportunity to accelerate and the extra options at Year 12 that this provided, but were concerned that the program needed adjustment to meet the needs of the students. The findings are discussed relative to previous research on acceleration and implications for the design and implementation of acceleration programs.
Download or read book A Study of the Effects of the Carnegie Cognitive Tutor Program on Students Math Achievement Scores on the Alabama Reading and Math Test written by Joseph G. Meigs and published by . This book was released on 2012 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question in this study asked if there is a positive correlation between the implementation of the Carnegie Cognitive Tutor Program and students' achievement on the math portion of the ARMT. The data that is collected for the study includes only students that attended the same middle school both as a sixth and seventh grader. Students were not exposed to the cognitive tutor program during their sixth grade year prior to testing. The ARMT test scores for the 2009-2010 and 2010-2011 school years were analyzed using a paired sample t-test to determine if there is a positive correlation on the test scores due to the implementation of the cognitive tutor program
Download or read book The Efficacy of the Do The Math Intervention in the Math Achievement of Special Education Elementary Students written by Ryan P. Farrell and published by . This book was released on 2018 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the efficacy of the Do The Math (DTM) intervention for increasing math achievement of elementary school students in special education. This cross-sectional, quasi-experimental study compared the performance of a group of special education students in one school district on a standardized mathematics assessment both before and after the implementation of the DTM intervention for a 60-day instructional period. The researcher also compared the growth of the same experimental group of students in special education receiving the DTM intervention to that of a control group of students in special education receiving a re-teaching of the core curriculum in the special education setting on a standardized mathematics assessment. The findings of this study indicated that the DTM intervention was effective as a treatment in improving the math achievement of students in special education and it was a more effective treatment for improving achievement in math than the re-teaching of the core math curriculum to special education student in the special education setting. The results of this quantitative study provided evidence to inform the district administrators' position regarding the intervention's efficacy to meet special education student needs and also contributed to the much-needed research on viable math interventions for elementary students in special education.
Download or read book The relationship between grade level team implementation of professional learning communities and student achievement in math written by Peter V. Lesar and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Student Achievement Before and After the Implementation of the Calendar Math Intervention Program written by Joseph C. Lutes II and published by . This book was released on 2011 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
