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Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities
Abstract
We examined effects of a task-focused goals treatment (TFG) in mathematics on low-achieving students with and without disabilities. We randomly assigned 40 classrooms to (a) TFG (which incorporated self-referenced assessment feedback, SRAF), (b) SRAF, and (c) contrast (neither TFG nor SRAF). We measured student perceptions of TFG, the difficulty and variety of learning topics, mathematics learning, effort, and intrinsic motivation. TFG students reported enjoying and benefiting from TFG, chose more challenging and a greater variety of learning topics, and increased their effort differentially. Increased effort, however, was associated with greater learning only for low achievers in TFG without learning disabilities, and we found no effects on intrinsic motivation.
... A smaller body of work focused on the effects of building SR on mathematics outcomes is conducted largely with preschool children and pre-academic tasks (e.g., Blair & Raver, 2014;Schmitt, McClelland, Tominey, & Acock, 2015). In a series of more relevant experimental studies, Fuchs et al. (1997) isolated positive effects for task-focused goals within classroom peer-assisted learning strategies on low-performing students' mathematics concepts, applications, and operations at Grades 2 through 4, and found added value for self-regulated learning instruction when integrated within word problem instruction compared to word problem instruction alone for lowperforming students. ...
... One of the two fraction conditions included a SR component in which students practiced goal setting and selfdirected learning activities in conjunction with ongoing progress-monitoring data, as in the Fuchs et al. (1997; self-regulated learning studies. The present study expanded SR further to build a growth mindset and encourage goal setting, self-monitoring, and perseverance through challenging tasks, with tutor-led discussions prompted via a series of stories featuring individuals who have faced school and other life hurdles. ...
... Previous studies provide the basis for anticipating SR instruction's added value when embedded within mathematics instruction (Fuchs et al., 1997;. In the present study, we extended this line of work to fraction magnitude understanding, a domain potentially well suited for SR due to demands on a positive mindset that supports perseverance and metacognition through challenging tasks (De Corte, Verschaffel, & Op't Eynde, 2000). ...
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students’ pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students’ pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.
... Black & Wiliam (1998 conducted reviews that have reported that formative assessments have beneficial effects on lower achieving students more than other students. Other work has also suggested that frequent assessment feedback helps low-achievers improve their learning (e.g., Fuchs et al., 1997). ...
... These students are likely struggling, lower-achieving students. In line with findings reported by Fuchs et al. (1997), when teachers know how to use the assessment data appropriately to modify their instruction and provide personalized feedback that matches the individual student's learning needs, it is plausible that certain groups of students such as minority, economically disadvantaged and lower-achieving students will benefit more from this process than other students. The teacher's feedback should be aligned well with the student's learning needs and should provide specific suggestions about ways the student could improve his or hers learning and performance (Black & Wiliam, 2010). ...
... In their narrative review Black and Wiliam (1998) suggested that formative assessments may benefit lower-achieving students more than others. A good example is the work by Fuchs et al. (1997) who reported that frequent assessment feedback can improve performance of low-achievers. Although interim assessments are hypothesized to improve student achievement for all students, there is not much evidence about the effects of these assessment systems on the achievement gap. ...
This study investigated interim assessments effects on the achievement gap. The data were collected from a field experiment conducted in 2010–2011 in K-8 public schools in Indiana in the U.S. Two-level models were utilized to determine whether interim assessments interacted with student SES, race, level of prior achievement, gender, school composition and urbanicity. The results are overall mixed. The majority of the interaction effects are close to zero and statistically non-significant. However, the treatment may have helped reduce the gender and race gaps in reading and mathematics in grades 3–8. The treatment may also have helped reduce the achievement gap between middle- and high-achievers in grades 3–8. The interactions between interim assessments and school composition and urbanicity were overall non-significant.
... In German secondary schools, Steinmayr and Spinath (2009) showed that when analyzed together and controlled for previous achievement, interest predicted math achievement beyond intelligence, and performance goals did not. In the primary school context, it has been shown that supporting children's interest and task-focused goals enhances math achievement, especially in children with lower previous math skills (Fuchs et al., 1997). So far, relations between interest, performance goals, and skills have not been compared in groups of children with different ability levels. ...
... Relying on earlier related studies (Bodovski & Farkas, 2007;Fuchs et al., 1997;Renninger et al., 2002), we expected that mutual relations between skills and motivational constructs (interest, performance-approach, and performance-avoidance goals) would be stronger in the group of low ability than in the group of other children (Hypothesis 3). ...
... Previous studies of learning disabilities and lower general abilities in math context have concentrated mostly on supporting the development of math skills among children with already apparent learning difficulties in math, primarily with interventional purpose (e.g., see metaanalyses of interventions studies: Baker, Gersten, & Lee, 2002;Fischer, Moeller, Cress, & Nuerk, 2013). Our results revealed two significant differences between the two groups (Hypothesis 3; Bodovski & Farkas, 2007;Fuchs et al., 1997;Renninger et al., 2002). ...
... In German secondary schools, Steinmayr and Spinath (2009) showed that when analyzed together and controlled for previous achievement, interest predicted math achievement beyond intelligence, and performance goals did not. In the primary school context, it has been shown that supporting children's interest and task-focused goals enhances math achievement, especially in children with lower previous math skills (Fuchs et al., 1997). So far, relations between interest, performance goals, and skills have not been compared in groups of children with different ability levels. ...
... Relying on earlier related studies (Bodovski & Farkas, 2007;Fuchs et al., 1997;Renninger et al., 2002), we expected that mutual relations between skills and motivational constructs (interest, performance-approach, and performance-avoidance goals) would be stronger in the group of low ability than in the group of other children (Hypothesis 3). ...
... Previous studies of learning disabilities and lower general abilities in math context have concentrated mostly on supporting the development of math skills among children with already apparent learning difficulties in math, primarily with interventional purpose (e.g., see metaanalyses of interventions studies: Baker, Gersten, & Lee, 2002;Fischer, Moeller, Cress, & Nuerk, 2013). Our results revealed two significant differences between the two groups (Hypothesis 3; Bodovski & Farkas, 2007;Fuchs et al., 1997;Renninger et al., 2002). ...
This study examined the longitudinal relations among math-related interest, performance goals, and math skills in different ability groups. The participants were 790 Estonian children who were assessed at Grade 2 and Grade 3. The results of SEM analysis showed that previous math skills predicted positively math interest and negatively performance-avoidance goals at Grade 3. Also, Grade 2 performance-avoidance goals were negatively related to subsequent interest towards math. Comparing low-ability students with other students indicated that Grade 3 interest was positively predicted by previous skills, and negatively by performance-approach and-avoidance goals specifically in low-ability group. The results have a practical value, emphasizing the crucial role of math-related skills and goals in the development of young students' interest and goals in math and indicating that relations among interest, goals, and skills in math may be stronger for low-ability students.
... Learning Disabilities, (Fuchs, Fuchs, Karns, Hamlett, Katzaroff & Dutka, 1997) teachers who created classroom environments like the ones described in the previously mentioned lassroom environment became a goal of mine because in my plight of getting students to attribute their successes to effort, I needed to somehow get them to put forth effort. Although gains in content knowledge demonstration occurred in regular low-achieving students, no gains occurred in students with identified learning disabilities. ...
... One of the notable methods in the Fuch et al. study was self-reference assessment both served to give immediate, personal feedback and kept assessment results private so as not to give rise to social comparison. The immediate feedback about their growth in skill that the computer provided helped the students observe the fruits of their efforts (Fuchs et al., 1997). Another method used in the study was dyad tutoring. ...
... Eighth graders in general are less impressionable than younger students such as the second graders in the Fuchs et al. (1997) Even if all the interventions of the related behavioral factors linked to learned helplessness succeeded, it would not have guaranteed that students would have attributed their successes to the high degrees of effort they exerted because this is a belief, and as I mentioned, it is tough to influence the beliefs of some in this particular age group. ...
... Providing feedback to students with goals. In three studies (Bahr & Rieth, 1991;L. S. Fuchs et al., 1997;L. S. Fuchs, Fuchs, Hamlett, & Whinnery, 1991), goal setting was examined in terms of its value-added function (i.e., feedback with goal setting vs. feedback only). Effect sizes in the range of -0.34 to 0.07 were associated with these three studies, which make sense given that the control condition was also involved in providing feedback ...
... Allinder et al. (2000) L. S. Fuchs et al. (1994) 0.48 -0.06 L. S. Fuchs, Fuchs, Hamlett, and Stecker (1991) 0.24 c Student feedback Calhoon and Fuchs (2003) 0.17 c L. S. Fuchs et al. (1994) 0.19 L. S. Fuchs et al. (1997) -0.17 L. S. Fuchs et al. (1995) 0.17 Schunk and Cox (1986) 0.60 Slavin, Madden, and Leavey (1984a) 0.24 c Slavin et al. (1984b) 0.07 Student feedback with goal setting Bahr and Rieth (1991) L. S. Fuchs, Fuchs, Hamlett, and Whinnery (1991) -0.34 -0.19 L. S. Fuchs et al. (1997) 0.07 L. S. Fuchs et al. (2004) 1.14 c Reisz (1984) 0.11 ...
... Allinder et al. (2000) L. S. Fuchs et al. (1994) 0.48 -0.06 L. S. Fuchs, Fuchs, Hamlett, and Stecker (1991) 0.24 c Student feedback Calhoon and Fuchs (2003) 0.17 c L. S. Fuchs et al. (1994) 0.19 L. S. Fuchs et al. (1997) -0.17 L. S. Fuchs et al. (1995) 0.17 Schunk and Cox (1986) 0.60 Slavin, Madden, and Leavey (1984a) 0.24 c Slavin et al. (1984b) 0.07 Student feedback with goal setting Bahr and Rieth (1991) L. S. Fuchs, Fuchs, Hamlett, and Whinnery (1991) -0.34 -0.19 L. S. Fuchs et al. (1997) 0.07 L. S. Fuchs et al. (2004) 1.14 c Reisz (1984) 0.11 ...
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.
... In a meta-analytic review of 90 studies, Rohrbeck, Ginsburg-Block, Fantuzzo, and Miller (2003) found peer-assisted interventions that included interdependent reward contingencies and provided self-management opportunities (i.e., goal setting, reward selection and administration) had greater outcomes. Fuchs et al. (1997) specifically examined the impact of short, task-focused goal setting on math performance of students in Grades 2-4 who were receiving PALS. This research illustrated that pairing goal setting with PALS yielded more effort and more learning for low achieving students. ...
... The impact of treatment group on TEMA-3 performance illustrated that immediately following treatment termination, only students in the KPALS ϩ GSR performed better than the control group. Positive effects of goal-setting on fluency building have been noted elsewhere (e.g., Codding, Chan-Iannetta, Palmer, & Lukito, 2009;Fuchs et al., 1997;Morgan & Sideridis, 2006) and are consistent with the notion that providing reinforcement may encourage students to persist on tasks that can be performed accurately (Daly et al., 2007). Goal setting also helps focus student performance on specific target skills, perhaps increasing active learning (Morgan & Sideridis, 2006). ...
... Goal setting also helps focus student performance on specific target skills, perhaps increasing active learning (Morgan & Sideridis, 2006). That is, by providing reinforcement and feedback on performance toward academic goals, goal setting encourages students' effort toward their own learning (Fuchs et al., 1997;National Mathematics Advisory Panel, 2008). ...
The purpose of this study was to use multilevel modeling to compare the effects of KPALS alone and combined with goal setting and reinforcement to a control condition on early numeracy performance of 96 kindergarteners. Demographic variables were examined as moderators. Results differed according to early numeracy measure, with both versions of KPALS outperforming the control group for number identification, while KPALS plus goal setting and reinforcement improved performance on missing number and the TEMA-3. Demographic variables, but not treatment, accounted for performance on a measure of quantity discrimination. Posttest differences were found for TEMA-3 and NI, but no differences persisted at 4 months follow-up. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... There were no differences between students with learning disabilities and low achieving students on the algebra readiness test, algebra achievement test, and course grades. This is consistent with literature that has compared students with learning disabilities to low-achieving students in various domains and found similarities between these groups on achievement (Fuchs et al., 1997;Lackaye & Margalit, 2006;Ysseldyke, Algozzine, Shinn, & McGue, 1982). There were also no discernible differences between students with learning disabilities and average-achieving students on any of the performance measures. ...
... This finding is generally consistent with the literature. Fuchs et al. (1997) found that students with learning disabilities reported higher levels of interest than low-achieving students without disabilities, and according to teachers' reports, exerted more effort on academic tasks than their low-achieving counterparts. These findings indicate that while significant differences exist between groups regarding achievement and academic preparedness, the same level of differences should not be expected in students' curiosity and interest toward learning. ...
Prior research has documented differences in both performance and motivation between students with learning disabilities (LD) and non-learning disabled (non-LD) students. However, few studies have conducted a finer grained analysis comparing students with LD with nondisabled students of varying achievement levels. The present study examines differences between LD, low-achieving, average-achieving, and high-achieving adolescents on algebra performance and readiness, motivational constructs (competence expectancy, interest, and goal orientation in mathematics), and the discrepancy between students' competence and their perceptions of their own competence. Results indicate that while students with LD may demonstrate lower algebra readiness and algebra achievement and more inaccurate judgments of their own competence compared with the whole non-LD sample, critical differences in performance and motivation were most evident between high-achieving and low-achieving students, not students with learning disabilities.
... In this section we review previous studies of the link between self-assessment and student achievement, first in regular classrooms and then in technology-rich environments. Asking students to assess their performance, without further training, contributes to greater intrinsic motivation and stronger achievement in some studies (Schunk, 1996) but not in others (Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997). Others have examined the effects of programs that train students how to assess their work. ...
... ccounted for 25% of the variance in achievement across measures, compared to 4% of the variance explained by pretest computer self-efficacy. In addition the treatment effects were as large for females as for males and for students with low expectations about their ability to perform computer tasks as they were for students with higher expectations. Fuchs et al. (1997) found that simply providing students with the opportunity to selfevaluate without additional training had negative effects. Although not explicitly tested in this study, a treatment that provided only self-assessment opportunities could reinforce the belief of students with low expectations that they are technologically illiterate. To b ...
We investigated the impact of self‐assessment training on student achievement and on computer self‐efficacy in a technology‐supported learning environment (grade 9 students using Global Information Systems software). We found that self‐assessment had a positive effect on student achievement, accounting for 25% of the variance across three measures. The treatment effect was as large for females as for males and for those with low initial self‐efficacy as it was for those with higher scores. In addition, self‐efficacy increased more in the control than in the treatment group. We interpreted the self‐efficacy results to be a positive outcome of the treatment: teachers may have used self‐assessment training to depress the inflated self‐perceptions of some teenagers.
... Motivation refers to the enjoyment of learning, orientation toward success and persistence, and a factor that sustains increased performance (Fuchs et al., 1997). In educational contexts, Hancock (2004) described motivation to learn as a student's tendency to find academic activities meaningful and worthwhile when deriving the intended benefits of those activities. ...
In developing economies, blended learning presents challenges, including effectively implementing self-regulated learning (SRL) strategies, sustaining motivation, and ensuring active engagement in the educational landscape. This study investigates how self-regulated learning (SRL) strategies affect motivation through engagement and satisfaction. Covariance-based Structural Equation Modeling was utilized to analyze the 919 valid responses from high school students in the Visayas Region, Philippines. The results supported four out of five hypothesized paths. SRL strategies positively affect satisfaction and engagement. Satisfaction negatively predicted motivation, while engagement positively influenced motivation to learn. The significance of these results informed tailored approaches for educators and institutions in a blended learning environment. These findings contribute valuable insights to the ongoing discussions on effective educational strategies in the context of blended learning.
... The lack of associations between achievement and anxiety found in the present study might possibly be related to our focus on youth with mild and moderate levels of ID. Indeed, due to their unique cognitive limitations, schooling most typically focuses on mastery and effort, rather than performance and achievement, for youth with mild and moderate levels of ID (e.g., Deshler et al., 2001;Fuchs et al., 1997). In contrast, our results showed that more positive perceptions of the school educational climate were related to lower initial levels of anxiety among youth with mild and moderate levels of ID, and that momentary increases in these perceptions were themselves associated with similar decreases in their levels of anxiety during the same school year. ...
This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.
... Research has consistently demonstrated the importance of classroom assessment in improving teaching and learning (Black & Wiliam, 1998;Fuchs & Fuchs, 1986;Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997;Kingston & Nash, 2009;Steadman, 1998;Stiggins & Chappuis, 2005). Factors that may contribute to these positive results are associated with the particular benefits classroom assessment provides. ...
In post-Soviet Georgia, much of the teaching and learning in grades 7-12 is conducted in a manner very similar to that used generations ago. Teachers stand at the front of the classroom dispensing information as they lead students through a page-by page review of the text. The concept of using classroom assessment techniques to gather individualized data that will inform instructional practices is unknown to the majority of Georgia’s teachers. This article describes efforts to explore the education context in Georgia and to develop project recommendations for effective support of teacher growth and their integration of classroom assessment practices into their teaching. It concludes by recognizing threats to the successful implementation of the recommendations and suggesting the generalizability of the project’s methods and resulting recommendations.
... Motivationale Anreize gelten zudem in kooperativen Situationen als bedeutsam (Pauli & Reusser, 2000, S. 428 (Hogan, Nastasi, Pressley, 1999;Pauli & Reusser, 2000). Dabei zeigte sich, dass das Trainieren von Fähigkeiten, wie beispielsweise effektiv Hilfe zu geben, Wissen und Sachverhalte angemessen zu erklären oder Diskussionen erfolgreich zu führen, den Lernerfolg deutlich steigert (Fuchs et al., 1997 ...
Empirische Studien zur Wirksamkeit und Effizienz neu eingeführter kompetenzorientierter Prüfungsformate in der Schule liegen bislang kaum vor. Untersuchungen zu Abschlussprüfungen in der Sekundarstufe fokussieren sich derzeit hauptsächlich auf die Einführung zentraler Abiturprüfungen, die mittlerweile in fast allen deutschen Bundesländern implementiert sind (z.B. Klein, Krüger, Kühn & van Ackeren, 2014; Kühn, 2010; Maag Merki, 2012a; 2012b). Das Forschungsfeld zu mündlichen, kompetenzorientierten Prüfungen in Form von Gruppen- und Präsentationsprüfungen ist hingegen bislang nur spärlich beleuchtet. Die wenigen Befunde verweisen auf Schwierigkeiten bei der Bewertung fächerübergreifender Kompetenzen innerhalb der Prüfungen (Traub, 2004; Schleske, 2005) sowie auf einen vermehrten organisatorischen und zeitlichen Aufwand bei deren Umsetzung für die beteiligten Lehrpersonen (Koch & von Machui, 2006). Fraglich ist, inwieweit die Prüfungsformate ihren intendierten Zielen, einer Förderung und Überprüfung fächerübergreifender Kompetenzen, in der Praxis gerecht werden. An diesem Forschungsdefizit setzt die hier vorliegende Dissertation mit drei Teilstudien an, die jeweils unterschiedliche Zielsetzungen verfolgen: Die erste Teilstudie stellt die Evaluation der Fächerübergreifenden Kompetenzprüfung an Realschulen in Baden-Württemberg (FüK) mit einer besonderen Bezugnahme auf die Bedeutung der sozialen Kompetenzen aus Sicht der beteiligten Lehrkräfte (n=350) dar. Die veränderten strukturellen Rahmenbedingungen der neuen Prüfung im Vergleich zu den zuvor praktizierten mündlichen Prüfungen sowie der erweiterte Leistungsbegriff, der eine Beurteilung fächerübergreifender Kompetenzen in der Abschlussprüfung miteinschließt, stellt insbesondere Lehrkräfte vor neue Aufgaben. Zielsetzung der Untersuchung ist es, die Umsetzung der Vorgaben und Rahmenbedingen des Kultusministeriums Baden-Württembergs zur FüK in der Praxis zu prüfen sowie die Schwierigkeiten, die aus Sicht der Lehrenden daraus resultieren, zu analysieren. Bereits aus wissenschaftlicher Sicht ist die Erfassung sozialer und persönlicher Kompetenzen ein anspruchsvolles Unterfangen (Baumert et al., 2001; Erpenbeck & von Rosenstiel, 2003), was durch das Fehlen eines empirisch überprüften theoretischen Gesamtmodells des Kompetenzkonzepts erschwert wird (Grob et al., 2003, S. 311). Vor diesem Hintergrund stellt sich die Frage, inwieweit fächerübergreifende Kompetenzen bei der Leistungsbewertung in kompetenzorientierten Prüfungsformaten in der Schule berücksichtigt werden (können). Bislang hat man wenige Kenntnisse darüber, wie kompetenzorientiertes Prüfen in der Schulpraxis tatsächlich umgesetzt wird, welche Rahmenbedingungen damit verknüpft sind und welche Erfahrungen die Beteiligten bislang gewinnen konnten. Zu diesem Forschungsdefizit möchte die erste Teilstudie des Forschungsprojektes einen Beitrag liefern. Die zweite Teilstudie nimmt die Einstellung der Lehrpersonen zum Prüfungsformat der FüK in den Fokus. Angenommen wird, dass den Lehrerinnen und Lehrern eine bedeutende Rolle für eine erfolgreiche Realisierung des neuen Prüfungsformats zukommt, denn „Schulentwicklung bedeutet im Kern immer eine Veränderung des Verhaltens und Erlebens der betroffenen Lehrkräfte“ (Schumacher, 2008, S. 279). Die Akzeptanz von Veränderungsprozessen sowie die Bereitschaft der beteiligten Akteure an deren Realisierung mitzuwirken gilt als entscheidender Erfolgsfaktor von Veränderungsprozessen in Organisationen (Niekens & Schumacher, 2010, S. 200). Von welchen Kontextfaktoren die Einstellung der Lehrpersonen zu dem Prüfungsverfahren der FüK abhängt, soll in der zweiten Teilstudie ebenso analysiert werden wie die Fragestellung, inwieweit die organisations- und arbeitsstrukturellen Veränderungen im Hinblick auf die neue Form der Leistungsbewertung mit zusätzlichen Belastungen für die Lehrkräfte verbunden sind. Die dritte empirische Studie stellt das kooperative Lernsetting der FüK in den Fokus, bei dem die Schülerinnen und Schüler in Vorbereitung auf die Prüfung an einem fächerübergreifenden Thema in Kleingruppen arbeiten und dieses schließlich vor einer Prüfungskommission präsentieren. Inwieweit die sozialen Kompetenzen der Lernenden durch dieses Lernarrangement gefördert werden und leistungsrelevant für das Prüfungsergebnis sind, gilt es zu prüfen. Hintergrund für die Frage nach der Bedeutung sozialer Kompetenzen, ist die Annahme, das Lernen in Gruppen im wechselseitigen Austausch mit anderen geschieht und dass für eine erfolgreiche Teamarbeit die individuellen sozialen Kompetenzen der Schülerinnen und Schüler grundlegend sind. Basierend auf einer konstruktivistisch geprägten Auffassung des Lernens wird der Kooperation der Lernenden für den Aufbau fachlicher Kompetenzen sowie für den Aufbau sozialer Fähigkeiten und Fertigkeiten eine zentrale Rolle zugesprochen. Die dritte Teilstudie zeigt darüber hinaus auf, ob und inwieweit die individuellen sozialen Kompetenzen von Lernenden durch eine gezielte Intervention im Laufe des zehnten Abschlussschuljahres verbessert werden können und inwieweit eine solche Intervention die Effektivität der Zusammenarbeit der Schülerinnen und Schüler sowie deren individuellen Leistungserfolg in der Prüfung positiv beeinflussen kann. Hierzu wurde ein Interventionskonzept zur Förderung sozialer Kompetenzen und zur effektiven Gestaltung von Gruppenarbeiten – bezogen auf den Kontext der FüK – entwickelt und in 15 Abschlussklassen der Realschule (n= 347) über ein Schuljahr hinweg realisiert.
... Evidence from high-quality studies (Kamil et al., 2008) also indicates there is strong support for the assertion that explicit instruction is a necessary foundation for reading interventions with struggling adolescent readers (e.g., Duffy et al., 1987;Fuchs et al., 1997;Herrera et al., 2016;Klingner, Vaughn, & Schumm, 1998;Schumaker & Deshler, 1992). Explicit and systematic instruction involves a series of sequenced instructional steps that include: (a) teachers explaining and modeling strategy use, (b) teachers guiding students in using the strategy or strategies (i.e., guided practice), and (c) students demonstrating their ability to use the strategies independently under the supervision of the teacher (Gersten, Fuchs, Williams, & Baker, 2001;Kamil et al., 2008). ...
The purpose of the present article is to report on a large-scale investigation of six school districts’ implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We examined (a) the degree to which the schools improved reading achievement for struggling readers in 8th grade, and (b) whether we could account for school differences in the treatment effect through measured explicit and intensive intervention factors. At the end of 8th grade there was no evidence of significant or positive effects on the two primary reading outcome measures.
... dynamic motivates the individuals to come to class prepared to discuss the day's material so that they can make a meaningful contribution, thereby stimulating interest, self-directed learning and a more productive classroom environment. Finally, clearly defined learning goals (i.e., hypothesis generation, data analysis, and critical thinking skills) help to keep low-achieving students on task, interested, and motivated to learn (14,15). Formative assessment and instructional scaffolding are critical to ensure student success in PBL environments, and this is especially true in low-achieving students (3). ...
Inquiry-based teaching (IBT) pedagogy has been theorized to be a more effective method of conveying deeper understanding of scientific concepts compared to traditional lecture-style instruction. This study compared 2 levels of IBT (guided-problem based inquiry, GPBL; and open ended-problem based learning, OPBL) with traditional lecture style instruction (LI) in an upper level, undergraduate animal physiology (AP) course. Students enrolled in AP were randomly assigned to one of three experimental groups: LI, GPBL or OPBL. Student grade point averages were not different between groups at the onset of instruction (p>0.05). Student assessments included multiple choice (MC) and short answer (SA) questions at 3 time points across the semester. Students in the OPBL group scored higher on both MC (56.48±6.92pts) and SA (55.38±8.78pts) compared to the LI group (MC: 53.52±8.64pts; SA: 50.95±12.7pts; p<0.05). Conversely, the GPBL group showed no difference in either MC scores (53.54±7.27pts) or SA scores (50.28±11.75pts). These results indicate that students with OPBL instruction, who have been challenged to think about conceptual problems and work with their peers to find a solution, gain a better understanding of concepts compared to LI students. Future studies will assess the writing sample performances of each test group in the same experimental design.
... Other studies focused on procedures for improving the quality of discourse in student groups. Researchers found that training students how to give explanations had a positive effect on mathematics achievement (Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997;Hoek, van den Eeden, & Terwel, 1999;Nattiv, 1994) especially when the training was focused specifically on how to give mathematical explanations (Fuchs, Fuchs, Hamlett, Phillips, Karns, & Dutka, 1997). ...
Proponents and opponents of reform of mathematics education all cite the research base in support of their positions. This article reports the results of a review of studies that contained empirical evidence of the effects of reform or the difficulty of implementing reform that were published between 1993 and 2000. The studies reviewed indicate that implementation of math reform contributes to student achievement, but evidence abounds of superficial implementation and barriers to enactment. There are well-documented strategies for reducing these barriers, the most promising strategies being inservice that simultaneously focuses on teachers' practice and their cognition about mathematics teaching.
... Many of these studies arrive at another important conclusion: that improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall. A notable recent example is a study devoted entirely to low-achieving students and students with learning disabilities, which shows that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997). Any gains for such pupils could be particularly important. ...
... ;; Fuchs, Fuchs, Finelli et al. (2006); Fuchs, Seethaler et al. (2008). 186. Fuchs et al. (2003b). 187. See the procedure in Fuchs et al. (2003b).188.Fuchs et al. (1997). ...
... ;; Fuchs, Fuchs, Finelli et al. (2006); Fuchs, Seethaler et al. (2008). 186. Fuchs et al. (2003b). 187. See the procedure in Fuchs et al. (2003b).188.Fuchs et al. (1997). ...
... Typically the researchers relied on both teacher nomination and a measure of math performance. For example, Fuchs et al. (1997) asked teachers to select "two students whose mathematics performance was at or near the bottom of the class ... but who had never been referred for special education" (p. 519). ...
The purpose of this study was to synthesize research on the effects of interventions to improve the mathematics achievement of students considered low achieving or at risk for failure. Meta-analytic techniques were used to calculate mean effect sizes,for 15 studies that met inclusion criteria. Studies were coded according to 5 categories of mathematics interventions, and effect sizes were examined on a study-by-study basis within each of these categories. Results indicated that different types of interventions led to improvements in the mathematics achievement of students experiencing mathematics difficulty, including the following:.(a) providing teachers and students with data on student performance; (b) using peers as tutors or instructional guides; (c) providing clears specific feedback to parents on their children's mathematics success; and (d) using principles of explicit instruction in teaching math concepts and procedures.
... At first we too experienced the common phenomenon reported by Morris et al (2005) of having approximately one third of our students enrolled throughout the semester, sharing the same opportunities as the others and yet failing to engage with the online material available and, thus, the advantages it offered (). While both Fuchs et al. (1997) and Black & Wiliam (1998) hold that it is low achievers who gain most by the increased effort associated with the completion of feedback-enriched tasks, Henly (2003) and Fill & Brailsford's (2005) have demonstrated that these very students who might most benefit from such tasks are least likely to take advantage of them. Gunn et al. (2002), in their discussion of gender issues in computer supported learning, assert that males are also less likely to recognize the need to participate in formative assessment tasks and thus to lose the benefit of ongoing feedback. ...
This presentation reports on the outcomes of a project to implement a system of delivery of immediate, automated, explanatory feedback comments for online MCQ tests in Human Biology. Guidelines were developed for the writing of feedback comments on the basis of surveys of the attitudes and expectations of first year students concerning feedback and of the nature of errors committed in previous years’ MCQ exams. The value of the feedback was evaluated through surveys of student opinion, through analysis of patterns of use revealed in the automated logging functions of web platforms and through analysis of test and final exam performance on sections of the course addressed by the feedback compared with other sections. We found that students in paid employment (approx 70% of cohort) expected to get lower
marks from the outset of the course, and obtained them. Students speaking languages other than English (LOTE) at home (22% of cohort) had unrealistically high expectations of the grades they would obtain in the course, and had difficulty readjusting these expectations in the light of subsequent test performances. The speed with which international students completed online tests provided a reliable indicator of their eventual course grades. Use of formative versions of the tests by males and low achievers was improved significantly by reduction in the length of the tests from 30 to 10 items. The feedback was extremely well regarded by students and has been shown to benefit learning in a number of contexts.
Support for this project has been provided by The Carrick Institute for Learning and Teaching in Higher Education Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed in this report do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher Education.
... Henly, 2003; Fill & Brailsford, 2005), however, we also found that women (Sanders et al., 2007) and more able students (Meyer et al., 2007) are significantly more likely to take advantage of the opportunies offered by such voluntary formative assessment exercises. Since it has also been claimed (Fuchs et al., 1997) that it is low achievers who gain most by the Category: Research Teaching and Learning Forum 2008 [ Refereed papers ] increased effort associated with the completion of feedback-enriched tasks, increasing the participation of this group in voluntary online formative assessments would seem to be an important step towards enhancing their learning. Relative high (20%) rates of failure to complete a 30 item formative test, particularly amongst males; the splitting of tests across 2-3 sessions (10%); patterns of fall-off of meaningful response to questions in a paper-based questionnaire (Figure 1) and the frequency of comments in an online test-evaluation survey such as it was good, but very very 'wordy,' it took a lot of concentrating for thirty questions. 2 many questions in one quiz -got distracted Also this was a very long test for a computer test after a while at staring at the computer you start to lose concentration. ...
This paper investigates the impact of test length on student engagement with an online feedback-enhanced formative assessment exercise. A 30 item version of the exercise had been shown to be effective in enhancing learning, but engaged relatively few students from the lower end of the class distribution and retained the attention of relatively few male students. Comments in a questionnaire survey and a fall-off in commitment to coherent responses across the survey lead us to suspect that one barrier to effective use of the formative exercise arose from the limited capacity of some students for sustained concentration and effort which was not compelled or directly rewarded. We therefore trialled a shorter 10 item test, looking to see not only whether it improved participation rates, but that the trade-off between time and content did not significantly compromise efficacy. The participation rate for the shorter test was 40% greater than for the long test, the difference being greatest amongst low achieving students. Failure to complete tests was practically eliminated. The greater number of times students, especially males, used the shorter test more than compensated for the decrease in content at each exposure. There was no loss in efficacy and weaker students benefited the most, in contrast to the situation with the longer test where the high fliers displayed the greatest learning gains. While female students gained the most individually from practice with the shorter tests, the enhanced participation and repetition rates of male students meant that they benefited most as a sector.
... Discusses development of a CBM problem-solving assessment system, reliability and validity data supporting use of that system, and results of a study examining the effects of test-wiseness training on scores for low-, average-, and high-performing students. Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Katzaroff, M., & Dutka, S. (1997). Effects of task-focused goals on low-achieving students with and without learning disabilities. ...
... Recently, the emphasis of assessment has begun to evolve from summative only to an appropriate blend of summative and formative techniques. Recent research shows that formative assessment is being explored and used to very good effect, enhancing the quality of the learning experience and adding more depth and focus to students' studies (Fuchs et al., 1997;Black and Wiliam, 1998;Daws and Singh, 1999;Black and Harrison, 2001). ...
Recent research suggests that formative assessment can improve teaching and learning. This study demonstrates how marking exercise books in a formative style and interviewing students on a regular basis can increase student participation in their own learning. Teachers using these formative approaches to assessment have found them a useful aid to differentiation and ultimately to understanding more deeply how their students learn.
... s of teacher interaction, teacher affect, classroom management, development of subject matter, and cognitive level of discourse. Stallings, 1975 Observations of teacher behaviors and student responses to one of seven instructional models. Au and Carroll, 1997 Classroom observations and analysis of student portfolios, including achievement measures. Fuchs et al., 1997 Teacher ratings of students and student questionnaires related to motivation and achievement in mathematics. ...
The video survey is a promising new approach for studying classrooms and teaching across cultures. Drawing from experience in working with two cross-cultural video surveys, the Third International Mathematics and Science Study (TIMSS) and its follow-up study (TIMSS-R), this article presents some of the challenges of studying classrooms across cultures and some of the ways that the video survey can deal with these challenges. The article begins by identifying some of the issues in cross-cultural research and classroom surveys that led to the creation of the video survey. Examples from the TIMSS and the TIMSS-R video studies are then used to illustrate some benefits and limitations of video surveys and to share some of the lessons that were learned about studying classrooms across cultures.
... Research suggests that mastery-approach is an adaptive motivator. Students adopting a mastery-approach goal orientation tend to use high levels of deep cognitive strategies, such as elaboration, as well as metacognitive and self-regulatory strategies (Covington, 2000;Elliot, 2005;Elliot, McGregor, & Gable, 1999;Fuchs et al., 1997;Gabriele, 2007;Harackiewicz, Barron, Tauer, & Elliot, 2002b;Harackiewicz et al., 2002a;Nolen, 1988;Obach, 2003;Pugh & Bergin, 2006;Wolters, 2004). A similar pattern of findings has been found across cultures (Watkins, McInerney, Akande, & Lee, 2003;Watkins, McInerney, Lee, Akande, & Regmi, 2002). ...
Does being successful at school mean the same thing for all children? In Australia, research posits that Aboriginal Australian, Anglo Australian, and immigrant Australian children embrace different learning goals (i.e., mastery, performance, or social) according to their culture. In this study, a 38-item inventory was used to measure similarities and differences between Aboriginal (n = 496), Anglo (n = 1,173), and immigrant (n = 487) Australian students' learning goal orientations. In contrast to existing conceptions, these findings indicate that the profiles of Aboriginal, Anglo, and immigrant studies were remarkably similar, with students embracing a mastery orientation of academic success. Nevertheless, there were significant (albeit small) differences among the groups, and these differences indicated that Aboriginal students are more influenced by social goals.
Background
Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.
Objectives
The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.
Search Methods
We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.
Selection Criteria
Studies had to meet the following criteria to be included:
Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.
Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).
Comparison: Included studies used an intervention‐control group design or a comparison group design. We included randomised controlled trials (RCT); quasi‐randomised controlled trials (QRCT); and quasi‐experimental studies (QES).
Outcomes: Included studies used standardised tests in reading or mathematics.
Setting: Studies carried out in regular schools in an OECD country were included.
Data Collection and Analysis
Descriptive and numerical characteristics of included studies were coded by members of the review team. A review author independently checked coding. We used an extended version of the Cochrane Risk of Bias tool to assess risk of bias. We used random‐effects meta‐analysis and robust‐variance estimation procedures to synthesise effect sizes. We conducted separate meta‐analyses for tests performed within three months of the end of interventions (short‐term effects) and longer follow‐up periods. For short‐term effects, we performed subgroup and moderator analyses focused on instructional methods and content domains. We assessed sensitivity of the results to effect size measurement, outliers, clustered assignment of treatment, risk of bias, missing moderator information, control group progression, and publication bias.
Results
We found in total 24,414 potentially relevant records, screened 4247 of them in full text, and included 607 studies that met the inclusion criteria. We included 205 studies of a wide range of intervention types in at least one meta‐analysis (202 intervention‐control studies and 3 comparison designs). The reasons for excluding studies from the analysis were that they had too high risk of bias (257), compared two alternative interventions (104 studies), lacked necessary information (24 studies), or used overlapping samples (17 studies). The total number of student observations in the analysed studies was 226,745. There were 93% RCTs among the 327 interventions we included in the meta‐analysis of intervention‐control contrasts and 86% were from the United States. The target group consisted of, on average, 45% girls, 65% minority students, and 69% low‐income students. The mean Grade was 2.4. Most studies included in the meta‐analysis had a moderate to high risk of bias.
The overall average effect sizes (ES) for short‐term and follow‐up outcomes were positive and statistically significant (ES = 0.30, 95% confidence interval [CI] = [0.25, 0.34] and ES = 0.27, 95% CI = [0.17, 0.36]), respectively). The effect sizes correspond to around one third to one half of the achievement gap between fourth Grade students with high and low socioeconomic status in the United States and to a 58% chance that a randomly selected score of an intervention group student is greater than the score of a randomly selected control group student.
All measures indicated substantial heterogeneity across short‐term effect sizes. Follow‐up outcomes pertain almost exclusively to studies examining small‐group instruction by adults and effects on reading measures. The follow‐up effect sizes were considerably less heterogeneous than the short‐term effect sizes, although there was still statistically significant heterogeneity.
Two instructional methods, peer‐assisted instruction and small‐group instruction by adults, had large and statistically significant average effect sizes that were robust across specifications in the subgroup analysis of short‐term effects (ES around 0.35–0.45). In meta‐regressions that adjusted for methods, content domains, and other study characteristics, they had significantly larger effect sizes than computer‐assisted instruction, coaching of personnel, incentives, and progress monitoring. Peer‐assisted instruction also had significantly larger effect sizes than medium‐group instruction. Besides peer‐assisted instruction and small‐group instruction, no other methods were consistently significant across the analyses that tried to isolate the association between a specific method and effect sizes. However, most analyses showed statistically significant heterogeneity also within categories of instructional methods.
We found little evidence that effect sizes were larger in some content domains than others. Fractions had significantly higher associations with effect sizes than all other math domains, but there were only six studies of interventions targeting fractions. We found no evidence of adverse effects in the sense that no method or domain had robustly negative associations with effect sizes.
The meta‐regressions revealed few other significant moderators. Interventions in higher Grades tend to have somewhat lower effect sizes, whereas there were no significant differences between QES and RCTs, general tests and tests of subdomains, and math tests and reading tests.
Authors’ Conclusions
Our results indicate that interventions targeting students with or at risk of academic difficulties from kindergarten to Grade 6 have on average positive and statistically significant short‐term and follow‐up effects on standardised tests in reading and mathematics. Peer‐assisted instruction and small‐group instruction are likely to be effective components of such interventions.
We believe the relatively large effect sizes together with the substantial unexplained heterogeneity imply that schools can reduce the achievement gap between students with or at risk of academic difficulties and not‐at‐risk students by implementing targeted interventions, and that more research into the design of effective interventions is needed.
This study examined the impact of a commercially available math fluency intervention program on the basic multiplication fluency of three classrooms of fifth grade students. Baseline assessment and progress monitoring of thirty-three regular- and eleven special education students occurred over nine weeks. Within-group analyses revealed significant positive increases in the number of problems completed correctly, and levels progressed. Between-group analyses revealed that no significant differences between regular- and special education students in number of levels progressed or percentage change in number of problems completed correctly, though, as would be expected, the regular education students started and ended at higher levels overall. Results provided some preliminary support to the hypothesis that the program could improve multiplication fact fluency on a classroom level, and that the program could be an effective fluency intervention for both regular and special education students. Implications, future directions and limitations of this study are discussed.
Written specifically for teachers, Motivating Students to Learn offers a wealth of research-based principles on the subject of student motivation for use by classroom teachers. Now in its fourth edition, this book discusses specific classroom strategies by tying these principles to the realities of contemporary schools, curriculum goals, and classroom dynamics. The authors lay out effective extrinsic and intrinsic strategies to guide teachers in their day-to-day practice, provide guidelines for adapting to group and individual differences, and discuss ways to reach students who have become discouraged or disaffected learners. This edition features new material on the roles that classroom goal setting, developing students' interest, and teacher-student and peer relationships play in student motivation. It has been reorganized to address six key questions that combine to explain why students may or may not be motivated to learn. By focusing more closely on the teacher as the motivator, this text presents a wide range of motivational methods to help students see value in the curriculum and lessons taught in the classroom.
In mathematics education low student achievement continues to remain a cause of concern and an impetus to reform efforts. Legislators, policy makers and the public, express dissatisfaction with students’ ability to successfully acquire mathematical knowledge, skill, and the confidence they need to apply mathematics. Australia is one of the many countries reporting low levels of mathematics achievement in its student populations. In South Australia, the mean scores obtained by middle school students in mathematics in international surveys (PISA, 2009; TIMSS, 2007) and national standardised tests (NAPLAN, 2012) are not only below the national mean and those obtained by many other states but are consistently declining. Low achieving students are generally identified on the basis of performance on tests. In this article the low performance of South Australian middle school students in the national test (NAPLAN) and international surveys (TIMSS and PISA) will be outlined followed by a section on declining enrolment in advanced mathematics courses.
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.
A moderation-mediation model was constructed to examine relationships among distal family capital, family social capital, goal orientations and adolescents' self-concept. The sample included 330 female and 233 male 18-year-old African students in South Africa. The findings from multi-stage regression analyses and from regression surface investigations indicated that when distal family capital is defined conjointly by family human capital and parenting style: (1) distal family capital moderates the relations between family social capital, goal orientations and females' self-concept, and the associations between family social, capital and male adolescents' social self-concept; (2) the relationships between distal family capital and adolescents' self-concept are mediated, or partially mediated, by terms involving adolescents' perceptions of their family social capital; (3) there are different patterns of significant relationships among distal family capital, family social capital, goal orientations and adolescents' self-concept, for females and males; (4) there are distal family capital differences in the linear and curvilinear nature of the relations among family social capital, goal orientations and adolescents' self-concept, that also vary between females and males in those distal family contexts.
The purpose of this article is to revisit the issue of treatment validity as a framework for identifying learning disabilities. In 1995, an eligibility assessment process, rooted within a treatment validity model, was proposed that (a) examines the level of a student's performance as well as his/her responsiveness to instruction, (b) reserves judgment about the need for special education until the effects of individual student adaptations in the regular classroom have been explored, and (c) prior to placement, verifies that a special education program enhances learning. We review the components of this model and reconsider the advantages and disadvantages of verifying a special education program's effectiveness prior to placement.
As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be less important. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for assessing underachievement. This article provides a framework for understanding how RTI fits as one LD determination component, describes research on RTI, and outlines the NRCLD's research efforts to examine current RTI implementation in schools and model site selection.
Abstract In this article, we use meta-analytic techniques to synthesize the experimental and quasi-experimental research on instructionalapproaches,that enhance,the mathematics,performance,of students with learning disabilities (LD). After a search of all published research and dissertations from 1970 to 1998, we located 194 potential studies; however,only 26 were actual experimental,interventions studies with valid designs. We clustered the studies into three broad categories: curricula and instructional approaches;,impact,of providing teachers,and students,with ongoing information on student performance; and peer tutoring. In each case, we provide effect sizes and a description of the specific instructional approaches,examined.,The relatively small number,of studies per category,precluded,formal statistical analyses. We present major findings suggested by the set of studies. Essentially, methods that encouraged students to verbalize their approach to problem solving, and that provided,students,with feedback,tended,to enhance,performance.,This was,true regardless,of whether strategies taught were highly explicit or relatively flexible. Similarly, use of visual representations tended to enhance performance regardless of amount,of specificity. Providing special education,teachers,with ongoing,data on students’ performance was consistently effective. However, providing these data only to students,was not helpful. Use of peer tutoring was,particularly effective when,cross age
Goal setting is associated with self-determination and student involvement in learning. Middle and high school students receiving special education services and corresponding special education teachers across six states were asked to name goals on which the students were working. A comparison of the academic, transition, and social goals named by 332 students was conducted to determine differences between groups. Results are reported by school level and the ability levels of students, evaluating both student- and teacher-reported goals from a written evaluation scenario. Relative grade level in school was shown to be a significant factor for content variation but not ability level. Implications for practice and directions for future research are discussed.
Motivation effort is one of the critical components that enable students to engage in the process of ill-structured problem solving. This article chronicles the development and evaluation of a motivation-supported problem-solving environment promoting learning goals. The environment was created by developing learning-goal oriented contexts that included (1) presenting task messages that stressed the intrinsic value of learning, (2) allowing learners to control their own learning activities, and (3) providing self-referenced evaluations. Forty-six middle-school students participated. One major finding was that a learning-goal oriented context was a powerful motivational strategy that boosted students' intrinsic motivation for ill-structured problem solving.
The purpose of this study was to examine the effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of secondary students with disabilities. Ten classes with 92 students in Grades 9 through 12 participated. All students were significantly below grade level and received mathematics instruction in self-contained resource rooms. Classrooms were randomly assigned to PALS/CBM or the classroom mathematics program (control). PALS/CBM was implemented twice weekly and CBM was conducted weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than control students, but no significant difference was found on concepts/application math skills. On questionnaires, teachers and students indicated that they (a) liked using PALS, (b) felt PALS was helpful in increasing mathematics skills, (c) thought CBM graphs increased motivation to work hard in math, and (d) would like to participate in PALS/CBM again. Results are discussed with respect to research and practice.
This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS (n = 9 classes) and contrast (n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.
This article focuses on the research program on mathematical problem solving conducted by the Center on Accelerating Student Learning (CASL). First, a subset of CASL themes, illustrated in the mathematical problem-solving studies, is highlighted. Then, the theoretical underpinnings of the mathematical problem-solving intervention methods are described, along with a brief overview of prior research. Next, the problem-solving dependent measures are presented, with explanation of how these measures explore a range of transfer distances that extend to real-life problem-solving situations. Then, to illustrate the research program, 3 intervention studies are described. The article concludes with recommendations for practice and future study.
No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to examine if this would lead to improved student skill within one school year and improved group test scores between school years. The Screening to Enhance Equitable Educational Placement (STEEP) schoolwide problem-solving model was used in one elementary building, with CBM data used to track progress and CBA data used daily to track mastery at each skill level. Results suggested that children made significant progress within one school year, as measured by CBM, and the school significantly increased Stanford-9 mathematics scores after implementing the program. Potential implications for assessment and instructional practice are included.
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
In order for school professionals to make informed decisions about appropriate interventions, it is imperative that they are informed as to what is available to aid students. The purpose of the present literature review was to examine specific interventions that could be employed with students identified as needing additional support in mathematics. The focus was on computation interventions (e.g., simple or moderate intensity) that could be implemented within the structure of the classroom utilizing the resources available and skills of school professionals. Thirty-seven studies were identified that met inclusion criteria. Results of this review indicate that there are numerous interventions with documented effectiveness at these levels of intensity for students needing additional mathematics support. These interventions were shown to be effective, with most studies demonstrating moderate to large effect sizes. In addition, interventions could be implemented with relatively little time, resources, and training. Implications for future research and practice are discussed.
Despite the burgeoning use of authentic assessment, few studies have examined effects on students. In this study, 148 students in 15 grade 4-6 classrooms were taught over an 8-week period how to evaluate their work. Their self-reflections were later compared with those of 148 control group students. Treatment group students became more accurate in their self-evaluations than controls. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreased when teachers shared assessment responsibility. Treatment students also outperformed controls on narrative writing but the overall effect was small (ES=0.18). Poorer writers improved their writing much more if they were in the treatment rather than the control group (ES=0.58). The results of the treatment are attributed to the focusing effects of joint criteria development and use, and to the heightened meaningfulness of self-evaluation over other assessment data. An appendix presents the assessment scales for the Junior Division Narrative tests. (Contains 6 tables and 52 references.) (Author/SLD)
The purpose of this synthesis is to summarize the effectiveness of peer-mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta-analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer-mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary-aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.
The effects of verbalization (overt or covert) and goal specificity (specific goal or nonspecific goal) were investigated in a two-factor design. 64 university students individually solved 6 acquisition problems requiring numeral conversions between different base systems and returned 2 days later for a test measuring both near and far transfer. Analysis of acquisition measures indicated that overt verbalizers (a) made fewer excess moves, (b) worked forward on more problems, and (c) required more time than covert verbalizers. Problem solvers working under specific goal conditions made fewer excess moves than those working under nonspecific goal conditions. The treatment factors did not influence transfer performance. However, correlational data obtained between working forward and levels of transfer yielded significant positive relations for overt verbalizers only. The results suggest that the goal-directed search of novices does not necessarily interfere with learning during problem solving and that task demands may influence the relative effectiveness of overt verbalization and reduced goal specificity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
If the LD field is to make important breakthroughs in coming years, it must avoid becoming insular and parochial. There are important ideas to be gleaned from the work of individuals not enmeshed with the specific problems we confront everyday. Individuals outside the LD field can bring fresh perspectives that allow us to see beyond the boundaries of our current frameworks and procedures. They often see what's missing and suggest important connecting links to improve the way we understand and deal with learning disabilities. As an example of the potential value of soliciting outside viewpoints, we asked Edward Deci and his colleague Cristine Chandler to read over the papers included in the series of articles on “The Future of the LD Field” and to analyze and comment on our field's future from the perspective of Deci's distinguished work on human psychology. The result is a provocative discussion that first reviews the papers in the future series with reference to definition, etiology, prevention, and treatment, and then suggests that a key element missing in most of the presentations is a sophisticated and systematic concept of human motivation. Deci and Chandler offer a brief outline of basic psychological concepts not widely discussed in the LD field and apply these concepts with regard to both the treatment of learning disabilities and to the processes used to support and supervise the efforts of teachers. Their analysis and ideas have profound implications for LD theory, research, and practice, and warrant careful attention from those concerned with advancing the field.—Howard S. Adelman and Linda Taylor, Guest Editors
The mixed experiences of children with learning disabilities (LD) — success in some tasks and failure in areas of deficit — should result in greater variability in their goal setting and in reactions to success and failure. A group of 8- to 11-year-old boys with LD was compared with a control group on the Rotter level-of-aspiration task as well as under conditions of experimentally induced failure and success. The children diagnosed as having a learning disability were significantly more variable in goal-setting patterns and thus less systematic in their reactions to their previous performance in the task. A second hypothesis, that the LD child will respond less appropriately to experimentally induced experiences of success and failure than the normal learner, is not supported. LD children showed decreased variability of performance during the success-induced condition, as did the control group. Findings suggest positive feedback might help LD children become more systematic in setting their aspirations relative to performance.
Researchers interested in classroom learning and performance have begun to study a variety of motivational and volitional characteristics of students and how these interact with changes in teacher-student roles and attitudes, classroom exchange, and forms of instruction to influence academic outcomes and accomplishments. In this article, I discuss some of these important motivational-volitional characteristics and processes. Theory, research, and practice are combined to consider how elementary school teachers might encourage students to take responsibility for their own learning and performance in school.
The first purpose of this study was to describe and analyze the academic performance of secondary learning‐disabled students in regular education classes. We accomplished this by collecting the grades these students earned in three academic mainstream classes. The grades of low‐achieving students were also collected to provide a basis for comparison. The results indicated that there were significant differences in the distribution of grades earned by the two groups in social studies and health, but no significant differences between the grades earned in science. The second purpose of this study was to determine if selected variables (intelligence quotients, reading level, and absence rates) differentiated learning‐disabled students who passed ninth grade from those who did not. Of these variables, only absence rate discriminated between passers and failers.
The number of youngsters identified as learning disabled (LD) has increased 160% over the past 15 years (U.S. Department of Education, 1991), amid charges of overidentification. As a result, methods for determining a severe discrepancy between ability and achievement have been subjected to scrutiny. This study compares two different approaches (a Z-score method and a regression procedure) to the determination of LD eligibility with 236 LD referrals. Those results were compared with those emanating from a more economically feasible method, namely, a policy stating that the lowest achieving referred students be adjudged LD. The results indicate the regression approach is the method of choice over the Z-score method if policy makers want to decrease the number of students identified as LD. However, these two methods are very comparable with respect to the types of decision-making errors (false positives and false negatives) when the percent of students is held constant. Interestingly, singling out the lowest achieving individuals as LD would have produced about the same decision-making results as did the two discrepancy approaches. Policy implications center around the financial, educational, and affective costs associated with LD identification.