Download or read book A Case Study of the Impact of an Intervention Scheduling Model on Academic Achievement in English and Mathematics by Students in Need of Remediation written by Harvey Dora and published by . This book was released on 2013 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This case study explored the impact of a scheduling intervention on the Georgia High School Graduation Test standardized achievement test scores of students identified as in need of remediation in the content areas of English and mathematics, paired with the perception of this scheduling model from key informants in the study. Students in the scheduling intervention were enrolled in a year-long, alternating content-day block scheduling model. The quantitative portion reviewed Georgia High School Graduation Test score data for students who participated in a modified block (referred to as Schedule Two) results were analyzed, indicating passing percentages, and number for each year, and content subject addressed in the study. Schedule Two students were identified as being at a high risk for failing standardized tests during their initial attempt based upon previous results. Results indicated Schedule Two students had higher than expected Georgia High School Graduation Test English and mathematics passing rates based on prior standardized test scores. The qualitative portion reviewed transcripts from interviews of teachers and students involved in the program. Dominate themes and patterns emerged. Results indicated that teachers and students perceived a schedule that offered year-long pacing was a better fit academically for students in need of remediation. Both students and teachers felt placing students in need of remediation all in the same classroom often lead to more behavior problems than the randomly computer-generated 4x4 block classes at the school. Both teachers and students noted difficulty adjusting to the alternating content day schedule. Implications of these findings are presented for educational leaders.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 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 1998 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Investigation of the Effects of a Response to Intervention Process on Elementary aged Students Mathematical Achievement written by Lynne R. Short and published by . This book was released on 2012 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study involving third through fifth graders using Response to Intervention (RTI) and Curriculum-Based Measurement (CBM) as vehicles to increase math achievement.
Download or read book Prisoners of Time written by United States. National Education Commission on Time and Learning and published by Commission. This book was released on 1994 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Remedial Math Intervention on Standardized Test Scores in Georgia Middle Schools written by Chastity London Adams and published by . This book was released on 2011 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are looking for interventions to improve academic achievement and increase test scores due to the requirements of No Child Left Behind. One such intervention in middle schools is remedial math. This causal comparative study examined the differences in the standardized test scores for at-risk students who receive remedial math instruction and at-risk students who do not receive this intervention. In addition, this study examined gender differences for the remedial math students. The Georgia Criterion-Referenced Competency Test of 293 at-risk seventh-grade students was used in this study. Using the previous year's standardized math test scores as a control variable, there was a significant relationship between at-risk students taking remedial math and higher scores on standardized tests, regardless of gender.
Download or read book The Effects of Student Psychology on Remedial Math Success a Case Study on Non academic Interventions written by Benjamin Butler Ferrell and published by . This book was released on 2015 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial math success was linked to psychosocial factors as described by Bandura's social cognitive theory rather than merely cognitive factors possessed by the student. The literature review revealed that remedial math success in community colleges was chronically problematic, that psychosocial factors were fundamental to human development and learning and well supported by neuroscience, and that above average academic success has long been positively correlated with programs of non-academic interventions. According to the findings of this study, non-academic interventions such as case management, cohorts, accelerated remedial math coursework, childcare, and emergency financial assistance, provided psychosocial support essential to learning and development, which in turn resulted in extraordinary success in remedial math completion. The conclusion drawn from the findings is that effective psychosocial support is essential to achieving exceptional remedial math success rates.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1985 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Reflex Math as a Response to Intervention Strategy to Improve Math Automaticity Among Male and Female At Risk Middle School Students written by Daphne Sarrell and published by . This book was released on 2014 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The search for evidence-based math interventions that are easy to use and impact academic achievement are in demand, and the impact that these interventions can have on students who struggle with math achievement is of concern. In this study, the effects of Reflex math computerized intervention to improve the automaticity of basic math facts among male and female middle school students identified as at-risk for academic failure in mathematics was examined according to differences in mean scores and based on gender. A quasi-experimental pretest-posttest nonequivalent control group design was used for the purposes of the study. Convenience sampling among students receiving or qualifying for response to intervention services for math was used to determine the study participants. The Basic Math Operations Task (BMOT) served as the pretest and posttest against which differences in mean scores were determined with analysis of covariance used to examine the differences. Results as well as assumptions, limitations, and recommendations for the future are included.
Download or read book The Effects of Math Intervention on Student Achievement written by Staci Ulichnie and published by . This book was released on 2015 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.
Download or read book The Effects of an Intervention on Students Math Self efficacy Practices and Achievement written by Melinda K. Ensinger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.
Download or read book Effects of Behavior Supports on Math Intervention Outcomes written by Tali Arline Kasser and published by . This book was released on 2016 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics is an area of concern that has implications for student success on an individual level as well as for the nation as a whole (National Mathematics Advisory Panel, 2008). Although tier 2 intervention has been shown to be effective in remediating math difficulty, an estimated 3-8% of students do not respond to intervention (Fuchs, Fuchs, & Compton, 2012). This indicates a need to identify specific intervention components, which can increase academic outcomes. One potential intervention component to increase academic outcomes is the use of behavioral strategies in math intervention. Behavioral strategies have been found to increase academic engagement (Brooks, Todd, Tofflemoyer & Horner, 2003; Liaupsin, Umbreit, Ferro, Urso, Upreti, 2006; Todd, Horner, & Sugai, 1999). In turn, engagement increases academic outcomes (Finn, 1993; Marks, 2000). The following study uses meta-analytic techniques to assess effect size differences between math interventions with and without behavioral components. Twelve studies were included in the analysis. In addition, effect sizes were calculated by behavioral component type in order to determine whether the magnitude of effect varied by this moderator. Results from this study indicate that the use of behavioral strategies in mathematics interventions may increase intervention effectiveness. The use of self-monitoring strategies, particularly graphing progress, led to larger effect sizes than studies which utilized other strategies (verbal praise and tangible reinforcement). Limitations and implications for future research are discussed.
Download or read book Mindframes for Belonging Identities and Equity written by Nicole Law and published by Corwin Press. This book was released on 2024-02-29 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: The essentials for creating a supportive and inclusive space for all Learning is hard work and the latest education research shows that a sense of psychological safety is a must if we want students to successfully progress along their education journey. In Mindframes for Belonging, Identities, and Equity, you′ll discover 10 unique mindframes backed by extensive education research and real-life scenarios. Through self-reflection and powerful vignettes, you′ll learn how to apply these core principles in your daily life to foster a more inclusive and understanding learning environment. Inside, the authors explore the five critical themes behind these mindframes, including Impact and Efficiency Feedback and Assessment Challenging Growth Learning Culture and Relationships Ownership and Accountability Harnessing the power of these mindframes is not just about improving education--it′s about fostering an environment where every student feels valued, safe, and able to learn without fear.
Download or read book Journal of Developmental Education written by and published by . This book was released on 2013 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Evaluation of the Effects of a Curriculum based Math Intervention Package with Elementary School age Students in a Summer Academic Clinic written by Nicholas Elwin Hoda and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
