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Jitendra, Asha | 13 |

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Peer reviewed

Giangreco, Michael F.; And Others – Journal of Special Education, 1997

Five special educators (Michael F. Giangreco, Martha E. Snell, Carolyn Hughes, Asha Jitendra, and Sandra Alper) respond to a review in the same issue by John Nietupski and others entitled "A Review of Curricular Research in Severe Disabilities From 1976 to 1995 in Six Selected Journals." Each respondent raises additional aspects of curriculum for…

Descriptors: Content Analysis, Curriculum, Curriculum Research, Educational Trends

Sood, Sheetal; Jitendra, Asha K. – Journal of Learning Disabilities, 2013

This study examined the effectiveness of a number sense program on kindergarten students' number proficiency and responsiveness to treatment as a function of students' risk for mathematics difficulties. The program targeted development of relationships among numbers (e.g., spatial, more and less). A total of 101 kindergarten students (not at risk:…

Descriptors: Elementary School Students, Kindergarten, Young Children, At Risk Students

Jitendra, Asha K. – Journal of Educational Research, 2011

This article presents the author's response to Yan Ping Xin and Dake Zhang's recent critical evaluation of her and colleagues' work in "Exploring a Conceptual Model-Based Approach to Teaching Situated Word Problems," published in "The Journal of Educational Research" in 2009 (Vol. 102, No. 6). Most critiques of prior research are written in a fair…

Descriptors: Educational Research, Criticism, Word Problems (Mathematics), Teaching Methods

Leh, Jayne M.; Jitendra, Asha K. – Learning Disability Quarterly, 2013

This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements…

Descriptors: Instructional Effectiveness, Mathematics Achievement, At Risk Students, Achievement Tests

Jitendra, Asha K.; Star, Jon R. – Learning and Individual Differences, 2012

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of…

Descriptors: Low Achievement, Problem Solving, Grade 7, Word Problems (Mathematics)

Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F. – Learning Disability Quarterly, 2014

This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…

Descriptors: Curriculum Based Assessment, Academic Standards, Word Problems (Mathematics), Problem Solving

Jitendra, Asha K.; Burgess, Clare; Gajria, Meenakshi – Exceptional Children, 2011

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…

Descriptors: Reading Comprehension, Learning Disabilities, Effect Size, Cognitive Processes

Jitendra, Asha K.; Star, Jon R. – Theory Into Practice, 2011

This article discusses schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In the authors' most recent research and developmental efforts, they designed SBI to meet the needs of middle school students with LD in inclusive…

Descriptors: Mathematics Education, Learning Disabilities, Cognitive Psychology, Word Problems (Mathematics)

Jitendra, Asha K.; Corroy, Kelly Cozine; Dupuis, Danielle N. – Learning Disabilities: A Multidisciplinary Journal, 2013

The purposes of this study were (a) to evaluate differences in arithmetic word problem solving between high and low at-risk students for mathematics difficulties (MD) and (b) to assess the influence of attention, behavior, reading, and socio-economic status (SES) in predicting the word problem solving performance of third-grade students with MD.…

Descriptors: At Risk Students, Arithmetic, Word Problems (Mathematics), Mathematics Skills

Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C. – Society for Research on Educational Effectiveness, 2012

The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the…

Descriptors: Mathematics Achievement, Tutoring, Problem Solving, Word Problems (Mathematics)

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R. – Preventing School Failure, 2016

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Descriptors: Learner Engagement, Grade 7, Mathematics Achievement, Time on Task

Griffin, Cynthia C.; Jitendra, Asha K. – Journal of Educational Research, 2009

The authors examined the effectiveness of strategy instruction taught by general educators in mixed-ability classrooms. Specifically, the authors compared the mathematical word problem-solving performance and computational skills of students who received schema-based instruction (SBI) with students who received general strategy instruction (GSI).…

Descriptors: Problem Solving, Word Problems (Mathematics), Mathematics Instruction, Inclusive Schools

Sood, Sheetal; Jitendra, Asha K. – Journal of Special Education, 2007

This study compared number sense instruction in three first-grade traditional mathematics textbooks and one reform-based textbook ("Everyday Mathematics" [EM]). Textbooks were evaluated with regard to their adherence to principles of effective instruction (e.g., big ideas, conspicuous instruction). The results indicated that traditional textbooks…

Descriptors: Learning Problems, Textbooks, Comparative Analysis, Mathematics Instruction

Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R.; Lein, Amy E.; Simonson, Gregory; Slater, Susan C. – Journal of Educational Psychology, 2015

This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem-solving and metacognitive…

Descriptors: Middle School Teachers, Middle School Students, Grade 7, Mathematics Teachers

Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C. – Journal of Research on Educational Effectiveness, 2013

This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a…

Descriptors: Mathematics Instruction, Grade 7, Middle School Students, Schemata (Cognition)