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Jitendra, Asha K.; Star, Jon R.; Starosta, Kristin; Leh, Jayne M.; Sood, Sheetal; Caskie, Grace; Hughes, Cheyenne L.; Mack, Toshi R. – Contemporary Educational Psychology, 2009

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of…

Descriptors: Mathematics Education, Intervention, Mathematics Achievement, Achievement Tests

Rittle-Johnson, Bethany; Koedinger, Kenneth – British Journal of Educational Psychology, 2009

Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…

Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Applications, Arithmetic

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Hamlett, Carol L.; Finelli, Robin; Courey, Susan J. – Journal of Educational Psychology, 2004

The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on…

Descriptors: Word Problems (Mathematics), Problem Solving, Schemata (Cognition), Teaching Methods

Peer reviewed

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Schroeter, Katie – Journal of Educational Psychology, 2003

Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…

Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies

Sarama, Julie; Clements, Douglas H.; Starkey, Prentice; Klein, Alice; Wakeley, Ann – Journal of Research on Educational Effectiveness, 2008

This study used a randomized field trial design to evaluate the efficacy of a research-based model for scaling up an intervention focused on preschool mathematics. Although the successes of research-based educational practices have been documented, equally well known is the paucity of successful efforts to bring these practices to scale. The same…

Descriptors: Mathematics Curriculum, Mathematics Instruction, Intervention, Mathematics Achievement

Peer reviewed

Cardelle-Elawar, Maria – Elementary School Journal, 1990

Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)

Descriptors: Bilingual Students, Feedback, Grade 6, Hispanic Americans

Ysseldyke, Jim; Tardrew, Steve – Journal of Applied School Psychology, 2007

We explored how a progress monitoring and instructional management system can be used to help educators differentiate instruction and meet the wide-ranging learning needs of their increasingly diverse classrooms. We compared classrooms in 24 states that used a curriculum-based progress monitoring and instructional management system, Accelerated…

Descriptors: Group Instruction, Management Systems, Intervention, Mathematics Achievement

Woodward, John – Learning Disability Quarterly, 2006

Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…

Descriptors: Special Education, Multiplication, Drills (Practice), Mathematical Concepts

Peer reviewed

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Hosp, Michelle; Jancek, Deborah – Journal of Educational Psychology, 2003

Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer…

Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies

Peer reviewed

Jitendra, Asha; DiPipi, Caroline M.; Perron-Jones, Nora – Journal of Special Education, 2002

Four middle school students with learning disabilities and low mathematics performance received schema strategy training in problem schemata (conceptual understanding) and problem solution (procedural understanding). Results indicated that the schema-based strategy was effective in substantially increasing the number of correctly solved word…

Descriptors: Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Middle Schools

Peer reviewed

Jitendra, Asha K.; Hoff, Kathryn; Beck, Michelle M. – Remedial and Special Education, 1999

This study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of four sixth- and seventh-grade students with learning disabilities. The schema strategy led to substantially improved word-problem-solving performance for all four students and these results were maintained at two- and four-week…

Descriptors: Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Middle Schools

Peer reviewed

Montague, Marjorie – Journal of Learning Disabilities, 1992

Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…

Descriptors: Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Junior High Schools

Peer reviewed

Fuchs, Lynn S.; And Others – American Educational Research Journal, 1991

The effects of on-going curriculum-based measurement of student growth and expert system instructional consultation on teacher planning and student achievement in mathematics operations were studied for 33 elementary teachers assigned to one control or 2 experimental groups. Each teacher worked with two learning disabled or emotionally disturbed…

Descriptors: Comparative Analysis, Consultation Programs, Elementary Education, Elementary School Students

Jacobs, Victoria R.; Franke, Megan Loef; Carpenter, Thomas P.; Levi, Linda; Battey, Dan – Journal for Research in Mathematics Education, 2007

A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with…

Descriptors: Faculty Development, Algebra, Mathematical Logic, Thinking Skills

Peer reviewed

Case, Lisa Pericola; And Others – Journal of Special Education, 1992

Four fifth and sixth grade students with learning disabilities were taught a strategy for comprehending word problems and devising appropriate solutions. Following instruction performance on mixed sets of addition and subtraction word problems improved. Although generalization to a different setting occurred, maintenance was mixed. (Author/DB)

Descriptors: Addition, Generalization, Instructional Effectiveness, Intermediate Grades

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