Author : Lynne R. Short
Publisher :
Page : 546 pages
File Size : 21,55 MB
Release : 2012
Category : Mathematics
ISBN :
A study involving third through fifth graders using Response to Intervention (RTI) and Curriculum-Based Measurement (CBM) as vehicles to increase math achievement.
Author : Paul J. Riccomini
Publisher : Corwin Press
Page : 169 pages
File Size : 11,56 MB
Release : 2010
Category : Education
ISBN : 1412966353
Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Author : Trynke Keuning
Publisher :
Page : 16 pages
File Size : 32,41 MB
Release : 2016
Category :
ISBN :
Around the world during the last decade, policymakers increasingly emphasize the use of data in education to enhance student achievement. As a result, the number of reform initiatives to promote "data-based decision making" (DBDM) or "data-driven decision making" (DDDM) has increased rapidly. At the University of Twente in the Netherlands, a DBDM intervention was developed in which whole school teams participate in the training. In 2011, a first group of 53 elementary schools participated in this DBDM intervention and showed promising results. In 2012, a new cohort of schools started the intervention. The study reported on in this abstract was aimed at evaluating the intervention effects of this new cohort of schools. Data for this study were gathered from 40 elementary (K-6) schools in the Netherlands which participated in the DBDM intervention from August 2012 until July 2014. Student achievement data covering the period August 2010 until July 2014 were retrieved from schools' student monitoring systems. A multiple single-subject design was used to investigate the effect of this DBDM intervention on student achievement growth, and to investigate patterns in DBDM effectiveness based on background variables at both the school and the student level. Each school was measured repeatedly over time, before the intervention period (the control phase) and during the intervention period (the treatment phase). Findings revealed that a significant intervention-effect was found for both spelling and mathematics. This study revealed that mathematic outcomes improved especially for low-SES schools. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Author : Drew Gitomer
Publisher :
Page : 1712 pages
File Size : 22,15 MB
Release : 2016-05-19
Category : Education
ISBN : 0935302557
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Author : Daniel Todtfeld
Publisher :
Page : 26 pages
File Size : 50,66 MB
Release : 2013
Category : Academic achievement
ISBN :
This research project utilized data that reaches back five school years. Scores from MAP Communication Arts tests and Performance Series Communication Arts tests were collected. An ANOVA was calculated with MAP scores and Performance series data. The independent variable was the level of RTI students have received. The first group in the ANOVA consisted of students who received no RTI. Group 2 received one year of RTI and group 3 received two years of RTI. The dependent variable in the first ANOVA was MAP scores and the dependent variable in the second ANOVA was Performance Series scores. This study was inconclusive because there was a significant difference in the MAP Index, however, there was no significant difference in ELA Performance Series. Additionally, the review of literature does not provide strong enough reasoning to conclude that RTI does make a difference in student achievement.
Author : Ronald C. Martella
Publisher : Guilford Press
Page : 690 pages
File Size : 34,64 MB
Release : 2013-04-18
Category : Education
ISBN : 1462509622
This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
Author : Deborah Walker Driesel
Publisher :
Page : pages
File Size : 42,9 MB
Release : 2013
Category : Academic achievement
ISBN :
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.
Author : James M. Kauffman
Publisher : Emerald Group Publishing
Page : 177 pages
File Size : 38,73 MB
Release : 2022-09-26
Category : Education
ISBN : 1801174962
Revitalizing Special Education presents neither a pessimistic nor a Pollyannish view of past or future, but rather is a careful assessment of some of the greatest threats to robust special education posed by distorted and misguided thinking about what special education is and does.
Author :
Publisher :
Page : 380 pages
File Size : 38,52 MB
Release : 1998
Category : Education
ISBN :
Author : Geetha J. Murthy
Publisher :
Page : 276 pages
File Size : 48,7 MB
Release : 2016
Category :
ISBN :
