Download or read book An Analysis of the Short term Instructional Effects of Computer assisted Instruction Programs on the Alabama Basic Competency Test Mathematics Scores of Sixth grade Students written by Roger Curtis Tomberlin and published by . This book was released on 1987 with total page 204 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 1988 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1989 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 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 1984 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Computer assisted Instruction and Changes in Instructional Methods on Mathematical Achievement for Low income and African American Students written by Rebeeca Giles Sellers and published by . This book was released on 2004 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1987 with total page 1404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index Education D H written by and published by . This book was released on 1984 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Computer Assisted Instruction and Structured Curriculum on Struggling Mathematics Students written by Amy English Hunter and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of different instructional types used in a mathematics intervention setting. In recent years, school staff have implemented mathematics intervention programs to aid struggling students and improve student achievement. Advancements in technology have enticed many school staff to purchase computer-based instructional products that are used for mathematics intervention. Often computer-assisted instruction (CAI) is the only mathematics intervention students receive, however staff in the school of this study used a structured curriculum (SC) along with CAI Therefore, this study examined the effects of CAI compared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students' attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there a significant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure of mathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structure different from the one found in current research. Meanwhile, factor analyses of post attitude survey scores resulted in a factor structure resembling that found in current literature, which suggested a shift in struggling students' mathematics attitude structures after they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendations for teacher professional development and monitoring in order to maintain high levels of fidelity when implementing an intervention program. Finally, the results of this study suggested that struggling learners' attitude structure might be different than that of students in the larger population. The researcher discussed implications these differences may have on the design of mathematics intervention programs.
Download or read book The Effects of Computer assisted Instruction on Student Learning of Fractions in Middle School Mathematics written by Rebecca Love Palculict and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today’s increasingly technologically-driven classroom, exploring whether computer-assisted instruction ensures students gain critical mathematic skills is an important area of study. The purpose of this study was to explore the effect of computer-assisted instruction in learning manipulation of fractions. This study used archival data collected in August 2021 (pre-test) and January 2022 (post-test). Sixty-nine fifth-grade students in a middle school in rural Mississippi were participants in the study. This quantitative quasi-experimental pre-test/post-test control group design analyzed data from the i-Ready diagnostic using an Analysis of Covariance. Results indicated a significant difference between the post-test scores of students who received interventions and those who did not receive interventions when controlling for the pre-test scores. Results indicated that computer-based interventions have a significant impact on student learning. Further research is recommended to explore the impact across grade levels.
Download or read book Differential Effects of Three Computer assisted Instruction Programs on the Development of Math Skills Among Primary Grade Students written by Karyn N. Erkfritz-Gay and published by . This book was released on 2009 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Past research has documented that the effectiveness of three different math strategies delivered to students via one-on-one instruction (i.e., cover-copy-compare (CCC); e.g., Skinner, Turco, Beatty, & Rasavage, 1989, traditional drill and practice (TDP); e.g., Cybriwsky & Schuster, 1990, and constant time delay (CTD); Kulik, 1994). This study examined the effects of these three strategies that were delivered via a computer (i.e., computer assisted instruction, CAI) on first-grade students' mathematics performance. Addition skills for numbers that sum to 10 or less served as the target mathematics area. Variables of interest included: accuracy as measured by number of problems completed correctly, fluency as measured by digits correct per minute, average latency to respond as measured by time taken for the student to respond divided by the number of problems attempted within the CAI program, and number of learning trials as measured by number of opportunities to respond to presented stimuli. Pre- and post-test addition probes were examined on two variables, accuracy, and fluency. Teacher and student acceptability were assessed using rating forms. Further, follow-up probes were administered at one-week and one-month following the completion of the computer program to assess fluency and accuracy generalization and maintenance from keyboard typed responses to written responses. Results indicated no statistically significant between group differences on the instructional variables of interest examined during the CAI program. Further, no statistically significant between group differences were found on accuracy and fluency scores on the post-test, one-week and one-month follow-up probes. Students generally found computer procedures acceptable. In addition, there were no differences found on the measure between the CAI groups. Teacher ratings suggested a preference toward TDP and CTD procedures over CCC procedures. Possible explanations for these results, implications of the findings, and avenues for future research are discussed.
Download or read book Principles to Actions written by National Council of Teachers of Mathematics and published by National Council of Teachers of Mathematics, Incorporated. This book was released on 2014-02 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
