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ERIC Number: EJ1161560
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-0671
An Intensification Approach to Double-Block Algebra: A Pilot Implementation of Intensified Algebra in A Large Urban School District
Tidd, Simon T.; Stoelinga, Timothy M.; Bush-Richards, Angela M.; De Sena, Donna L.; Dwyer, Theodore J.
Journal of Educational Research, v111 n1 p95-107 2018
Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy--instantiated in the program Intensified Algebra--that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A