NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1095322
Record Type: Journal
Publication Date: 2016-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0731-9258
Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study
Irving, Karen E.; Pape, Stephen J.; Owens, Douglas T.; Abrahamson, Louis; Silver, David; Sanalan, Vehbi A.
Journal of Computers in Mathematics and Science Teaching, v35 n2 p131-151 Apr 2016
Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments facilitated by CCT are likely to broaden the representational infrastructure of the classroom and to provide timely, targeted, and accurate feedback loops to improve formative assessment opportunities and thus student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Canada; United States
IES Funded: Yes
Grant or Contract Numbers: R305K050045