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ERIC Number: EJ942871
Record Type: Journal
Publication Date: 2010
Pages: 9
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1098-1608
Use of Explicit Instruction and Double-Dosing to Teach Ratios, Proportions, and Percentages to At-Risk Middle School Students
Piper, Lisa; Marchand-Martella, Nancy; Martella, Ronald
Journal of At-Risk Issues, v15 n2 p9-17 2010
The purpose of this action research was to determine the level of improvement of middle school students who were low performers in a mathematics class (N = 8) and who received "explicit instruction" with "double dosing" compared to their peer group who received normal instruction (N = 49). Results showed that at-risk participants: (a) demonstrated large increases in noncalculator and calculator performance, (b) performed near their peer group on the posttest assessments, and (c) performed at or near their peer group across the four quizzes. Implications for future research are discussed. (Contains 1 figure and 2 tables.)
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 7; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A