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1.
As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital‐based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face‐to‐face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.  相似文献   

2.
The relationships between heuristic literacy development and mathematical achievements of middle school students were explored during a 5-month classroom experiment in two 8th grade classes (N = 37). By heuristic literacy we refer to an individual’s capacity to use heuristic vocabulary in problem-solving discourse and to approach scholastic mathematical problems by using a variety of heuristics. During the experiment the heuristic constituent of curriculum-determined topics in algebra and geometry was gradually revealed and promoted by means of incorporating heuristic vocabulary in classroom discourse and seizing opportunities to use the same heuristics in different mathematical contexts. Students’ heuristic literacy development was indicated by means of individual thinking-aloud interviews and their mathematical achievements – by means of the Scholastic Aptitude Test. We found that heuristic literacy development and changes in mathematical achievements are correlated yet distributed unequally among the students. In particular, the same students, who progressed with respect to SAT scores, progressed also with respect to their heuristic literacy. Those students, who were weaker with respect to SAT scores at the beginning of the intervention, demonstrated more significant progress regarding both measures.  相似文献   

3.
This study is part of a 5‐year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high‐stakes testing and accountability. Specifically, the study examined science achievement at the end of the first‐year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third‐grade students at seven treatment schools and 966 third‐grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high‐stakes testing. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31–52, 2008  相似文献   

4.
This study was an investigation into the effectiveness of a color‐coded, onset‐rime–based decoding intervention with first‐graders at serious risk for reading disabilities using a single‐subject multiple probe design. Students increased their ability to decode instructional words on average 73% over baseline. For novel words from instructed rime patterns, scores increased by an average of 56%. Transfer at the vowel level to uninstructed rime patterns was limited, with scores improving by an average of 29%. Students maintained decoding gains at 1‐week and 1‐month maintenance. While acknowledging the difficulty in predicting reading disabilities based on first‐grade performance, the effectiveness of the early intervention is a promising step in finding an instructional approach that is successful with the most at risk or disabled students who often do not respond to effective remedial programs.  相似文献   

5.
Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out‐of‐classroom disciplinary intervention. The results of this study indicated a distinction between the BOS scores of students referred for disciplinary problems and the scores of students who were never referred. In addition, differences among demographic variables of the sample population were found. These findings provide initial data that support use of the BOS as a strength‐based assessment for identifying behavioral competencies of students who may be at risk for increasing rates of disciplinary referrals so skill‐focused intervention strategies may be implemented in a timely manner. © 2008 Wiley Periodicals, Inc.  相似文献   

6.
This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre‐ and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item‐by‐item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726–747, 2008  相似文献   

7.
ABSTRACT

As part of a study of the life‐cycle of inner‐city schools, the achievement of elementary school students (on MAT6 and TEAMS tests) who had teachers trained in a classroom management program in one school were compared with students in a comparison school during a four‐year period. Students at Madison Elementary School showed statistically greater achievement gains on both nationally normed achievement tests (MAT6) and on state criterion‐referenced achievement battery than students at the comparison school in each of three years. The overall effect size due to program treatment on the MAT6 test scores was large, ranging from .43 (1986–87) and .83 (1987–88) during intervention to .73 (1988–89) after intervention. Similar results were found in the TEAMS test associated with the program intervention with overall effect size of 1.02 (1987–88) and .78 (1988–89) in mathematics, .68 and .77 in reading, and .59 and .77 in writing for the respective years. On measures of learning environment, in a post hoc analysis (1990–91), students at Madison perceived their environment to be significantly more positive than comparison students. Teacher and principal interviews during and after the intervention periods provided contextual guidance for the findings.  相似文献   

8.
This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic‐based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe across participants design, results suggested a functional relation between explicit instruction in the SOLVE strategy and increase in strategy use and computation scores on grade level mathematical word problems for all participants. Additionally, all participants generalized the SOLVE Strategy to other mathematic topics and concepts, and the teacher and students felt the intervention was socially acceptable. Finally, limitations, implications for practice, and suggestions for future research are discussed.  相似文献   

9.
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest.  相似文献   

10.
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, at‐risk students who received the supplemental intervention demonstrated word‐learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.  相似文献   

11.
The purpose of this study is to investigate if information and communications technology (ICT) helps improve kindergarten students’ basic mathematical achievement regarding addition. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of ‘Realistic Mathematics Education’ (RME) for the concept of addition, as opposed to traditional teaching methodology. The designed software consisted of a story and several activities with and without the use of computers for addition. It was designed following the background of the RME theory. The study dealt with kindergarten students in Crete, who were divided into two groups (experimental and control). The experimental group consisted of 165 students who were taught addition with the support of computers. There were 170 students in the control group which were not exposed to the computer oriented curriculum. Students in both groups were pre-tested and post-tested for their mathematical achievement. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the kindergarten level and has a positive effect for the learning of addition using the background of the RME theory. Also, the most important result of this study was that this teaching intervention appeared to be more effective for the kindergarten students with medium-level mathematical abilities.  相似文献   

12.
This study employed group randomized trials to investigate the effects of self‐ and peer‐monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results indicated that there was a significant interaction effect between the intervention and students’ pretest scores on academic vocabulary acquisition; the intervention was more effective for students with lower scores in the pretest than those with higher scores. In addition, there was a significant intervention effect on content knowledge acquisition; the effect size of the growth of the treatment group on the content knowledge test was significantly larger than that of the comparison group. Teacher interviews also revealed that teachers viewed the intervention positively. Implications for practice and suggestions for future research are discussed.  相似文献   

13.
Interviews with 216 Grades 4–8 teachers and observations in 21 classrooms show that computers are widely used to teach writing across Canada. Restricted access to computers plays a role in the frequency and types of interactions that students and teachers have with computers in writing classes. Equally influential are assumptions about writing development and effective teaching practice. Many participating teachers believe that spell checkers hamper students’ spelling development. They view computers as tools to extend and support their teaching of mini‐lessons.  相似文献   

14.
Medical professionalism is a multifaceted paradigm and is an essential component of medical education. Gross anatomy is a laboratory to teach professionalism, and promoting critical reflection in medical students is a prerequisite to furthering professionalism. The aim of this study was to determine if professionalism case discussions during a Gross Anatomy course improve students' reflections using a validated reflection instrument (12 items; five‐point Likert scale where 1 = Disagree, 2 = Disagree with reservation, 3 = Neutral, 4 = Agree with reservation, 5 = Agree). Four facilitated reflection sessions were aimed at fostering reflective capacity through reflection on elements of professionalism. Results did not show a significant change between pre‐and postintervention reflection scores (3.45 ± 0.61 vs. 3.48 ± 0.51; P = 0.82). Historical control students were found to have significantly higher reflection scores when compared with postintervention students (3.91 ± 0.53 vs. 3.48 ± 0.51; P < 0.001). However, the historical control students were found to have significantly higher professionalism scores (P = 0.001) as compared with the intervention students. Student satisfaction was high, with 25 of 28 (89.2%) students reporting that the sessions should be included as a component of future anatomy courses. While reflection scores were not significantly increased as a result of the intervention, students expressed appreciation for the opportunity to discuss professionalism issues related to the dissection of cadavers. Additionally, the intervention students had both lower professionalism scores and lower reflection scores, which supports the idea that highly professional students are more capable of reflecting on professionalism. Future studies should determine whether this case discussion intervention improves objective measures of professionalism. Anat Sci Educ 7: 191–198. © 2013 American Association of Anatomists.  相似文献   

15.
This research examined the impact of the first‐year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third‐ and fourth‐grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre‐ and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item‐by‐item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 857–887, 2005  相似文献   

16.
The purpose of this research was to examine the influence of specialised software on the visual–motor integration of profoundly deaf children. The research sample was made up of 70 students aged from seven to 10, 43 of whom formed the experimental group and 27 the control group. The students in the experimental group used computers once a week during a period of five months. Levelling of the groups was conducted on the basis of gender, IQ and academic achievements. Examination of visual–motor integration was produced through a subtest of the Acadia test: ‘Visual–Motor Co‐ordination and Possibility of Sequence’. Students in the experimental group achieved higher scores than those in the control group but, of the experimental groups, only the results of the seven‐year‐olds were statistically significantly higher.  相似文献   

17.
The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).  相似文献   

18.
The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence‐based treatment delivered in a group format to at‐risk middle‐school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children‐2 (BASC‐2), a pre‐ and post‐intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention.  相似文献   

19.
Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented.  相似文献   

20.
This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour.  相似文献   

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