NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1044185
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0741-9325
Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement
Malone, Amelia S.; Fuchs, Lynn S.
Remedial and Special Education, v35 n6 p378-386 Nov-Dec 2014
The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated each student's attentive behavior in an intensive small-group setting. The sample was 131 fourth-grade students identified as at risk for developing mathematics difficulties (MD) and randomly assigned to fraction tutoring. Teachers and tutors rated each student's inattentive behavior in the 10th week of the 12-week intervention period. On average, tutors rated students as more attentive than teachers. Also, tutor ratings had greater predictive power than teacher ratings on fraction concepts, but neither set of ratings uniquely predicted performance on whole-number calculations. Possible explanations for findings and directions for future research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Wide Range Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324C100004; R24 HD075443; HD15052