No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Use of an Instructional Management System to Improve Mathematics Skills for Students in Title I Programs
Abstract
A curriculum-based instructional management system was used to enhance the mathematics instruction of 3rd through 6th grade Title I and non-Title I students. Improvements in math achievement for Title I students who were and were not participants in this curriculum enhancement were also compared. Title I students who participated in the instructional management system significantly outperformed those who did not. There were also important qualitative differences in how the instructional management system worked for Title I and non-Title I students. Implications for managing math instruction are specified.
... While the NCLB of 2001 mandated that educators address differences in ability, Nykiel-Hibbert (2004) suggested that over-focusing on teacher accountability reduces the educator " s motivation to target individualized needs. Educators address student diversity through adaptive techniques and self-paced learning (Ysseldyke, Betts, Thill, & Hannigan, 2004). Lerner-focused pedagogy encourages students " responsibility for learning. ...
... Taylor (2005) indicated that students from higher economic backgrounds performed better on standardized tests than students from low SES backgrounds. Title I services give benefits to students from environments not supportive of learner-centered pedagogy (Ysseldyke et al., 2004). Low SES students often enter schools with exceptional shortfalls in social and cognitive skills (Fram, Miller-Cribbs, & Horn, 2007); conditions learner-centered instructions address (Cornelius-White, 2007). ...
... The five standards for effective pedagogy did not raise student academic achievement or help student diversity (Doherty & Hilberg, 2008centered pedagogy. Schools develop methods to improve student achievement based on the NCLB domains (Ysseldyke et al., 2004); these delivery methods satisfy the Act if teacher arrangements meet student academic needs (Sunderman, 2006). Pedagogy research findings guide the teacher's instructional choice. ...
... Moreover, the literature has supported the NCTM recommendations (Artzt & Armour-Thomas, 1999;Glick, Ahmed, Cave, & Chang, 1992;Good, Reys, Grouws, & Mulryan, 1989;Maccini & Gagnon, 2000;Morrone, Harkness, D'Ambrosio, & Caulfield, 2004;Serafino & Cicchelli, 2003;Smith & Geller, 2004;St. Clair, 1998;Stigler & Hiebert, 2004;Ysseldyke, Betts, Thill, & Hannigan, 2004). The process standards proposed in ...
... Like Huppert et al. (2002), Ysseldyke et al., (2004) studied student problem solving skills via technology. They examined students in Title 1 programs who did or did not receive instruction in Accelerated Math (AM). ...
... This class then presents another example to support the research showing how learner-centered instruction is useful in improving student performance (e.g., Ebanks, 2010;White-Clarke, 2005), as this teaching approach has been shown to encourage students' responsibility for learning (Ysseldyke, Betts, Thill, & Hannigan, 2004), to raise student achievement, to promote democratic classrooms, complex thinking, and joint production, and to meet student communication goals (Cummins, 2007), including with culturally diverse student populations (White-Clarke, 2005). ...
In a multicultural context like the one that can be found in Dallas (Texas), foreign language teachers must be prepared to deal with an ever-growing group of multicultural, multilingual students. This chapter discusses the work done in a university MA classroom that teaches Spanish-as-a-foreign-language school, high-school, and university instructors how to improve their teaching methods by including real literature examples in their classrooms. As the class included a particularly diverse multicultural group, the authors provide concrete examples on how to approach such a classroom. By outlining the different methodologies used by the main professor and some of the techniques employed by the students themselves, this chapter explores some of the major translanguaging strategies that can be used in a multilingual classroom.
... Classroom management involves teacher classwide implementation of purposeful procedures to create an environment conducive to learning (Ysseldyke et al. 2004). Effective classroom management includes both the regulation of student problem behaviors as well as the promotion of prosocial behaviors such as active engagement (Mitchell and Brashaw 2013). ...
Managing classroom behavior is an important prerequisite to effective teaching and a salient need in alternative schools. Unfortunately, students from these schools are often underrepresented in the intervention literature. The primary aim of this study was to compare the effectiveness of two different theoretical approaches to classroom management, one behavioral (i.e., the good behavior game) and the other mindfulness-based (i.e., mindfulness skills training), with a sample of fifth-grade, predominantly African American students from an urban, high-poverty alternative school. The study examined the effectiveness of the two interventions in comparison to each other and a treatment-as-usual control using a quasi-experimental group design with blocked random assignment. Results revealed that neither intervention led to significant improvements in student internalizing behavior, externalizing behavior, or wellbeing. Though, some practically meaningful treatment effects were found through examination of effect sizes. Mindfulness skills training was the only condition to yield meaningful pre–post change in student outcomes, including a moderate therapeutic effect for externalizing behavior and an iatrogenic effect with respect to student wellbeing. These findings provide preliminary evidence that mindfulness skills training might have differential effects on student mental health outcomes, compared with education as usual and a traditional classwide behavioral intervention. Additionally, study findings make clear the importance of careful deliberation when transporting evidence-based interventions to unique student populations and intervention contexts.
... One approach that special educators have used in working with students who are struggling is curriculum-based measures (CBMs; Crawford, Tindal, & Stieber, 2001;Deno, 1985;Fuchs & Fuchs, 2007;Ysseldyke, Betts, Thill, & Hannigan, 2004). CBMs provide a structure that helps teachers write meaningful and measurable student goals and objectives that align with the curriculum series currently used in the classroom. ...
... Those who become successful in classroom management have the characteristics of a good teacher (Demirel, 2004). Good classroom management implies that the teacher elicits the cooperation of the students in minimizing misconduct and can intervene effectively when misconduct occurs, and also that worthwhile academic activities occur more or less continuously and that the classroom manage-places for students with different learning preferences and performances (Ysseldyke, Betts, Thill, & Hannigan, 2004). Behavior management includes a number of tasks such as a teacher's management of his or her own and students' activities, creating an effective interaction environment, employing appropriate methods against undesirable behavior, and creating communication between students and carrying it on. ...
The purpose of this study is to examine student teachers’ anxiety related to classroom
management in terms of behavior and teaching management. The study is
carried out with the participation of 700 student teachers attending Ziya Gökalp
Education Faculty at Dicle University in the 2007–2008 academic year. In order to
determine their anxiety levels concerning behavior management and teaching management,
the scales of “behavior management anxiety” and “teaching management
anxiety” are used. Data are analyzed with correlation (Pearson), t test, and analysis
of variance techniques. The Scheffé test is used to test significance. According to the
student teachers’ participation to school experience and to their branches, significant
differences are determined between all subscales of behavior management anxiety
levels.
... (d) allow for frequent assessment of writing without requiring students to produce fully developed pieces; and (e) provide a "picture" of student performance to facilitate sharing of information about progress with students, families, and other IEP team members. CBM also improves instruction by informing teachers of the need to change or improve teaching strategies For 2 decades, CBM has gradually become more visible, particularly in reading and mathematics (e.g., Crawford, Tindal, & Stieber, 2001;Ysseldyke, Betts, Thill, & Hannigan, 2004). Use of CBM to monitor student progress in written expression has not seen the same popularity. ...
Setting meaningful IEP (individualized education program) goals and objectives is one of the challenges special education teachers face. In written expression, this task is even more difficult; not only is assessing writing a subjective endeavor, but writing itself is a complicated task. Teachers need to know how to prioritize the many subskills that must be mastered for written expression to be considered proficient. Curriculum-based measurement is one tool teachers can use for assessing writing skills, developing meaningful IEP objectives, targeting instruction, monitoring progress, and sharing performance data with IEP team members.
Background
With the recent pivot to online instruction and/or to mixed online/face-to-face (i.e., hybrid) models of teaching necessitated by the novel coronavirus pandemic, the uses of technology to support instruction would seem to have great importance. Whereas effective integration of technology in mathematics classrooms requires recognition of students’ needs and instructional goals that technology could fulfill, very few comprehensive meta-analytical studies have focused on the roles of instructional technology in support of specific learning goals.
Objectives
In this meta-analysis, we investigated and reviewed the roles and affordances of technology in mathematics instruction and its effects on students' mathematics achievement.
Methods
Cross-searching multiple bibliographic databases generated a total of 3276 potentially relevant full-text studies. After applying a series of inclusion/exclusion criteria, we kept 77 studies with 151 effect sizes. Two researchers then coded for seven sets of study features and student characteristics: technology roles, publication-related features (years and resources), research design, sample size, grade levels, duration of interventions, and types of the testing instruments. The coding achieved acceptable levels of inter-rater reliabilities. Since effect sizes varied across studies and student populations, random-effects models were used for overall effect estimates and moderator analyses.
Results and conclusions
Overall, this meta-analysis revealed a small, positive, and statistically significant effect of technology on students' mathematics achievement with an average Hedges' s g (ḡ) of 0.23. The largest significant moderator effects were found when technology was used to design and support collaborative and communicative environments (ḡ = 0.49); the next-largest moderator effects were found when using technology as supports for problem-solving (ḡ = 0.39), followed by the roles of as supports for conceptual development (ḡ = 0.31) and as adaptive mathematics practices (ḡ = 0.28). This study also found that the effects of technology were differentiated as a function of publication resources, research design, duration of intervention, and the testing instrument.
Major takeaways
Focusing on the roles and functions of technology, this study can contribute to guide potential synthetical studies as well as the future design of educational technology. In particular, technology is used effectively when it is used (a) to create and design a collaborative and communicative learning environment where students have chances to collaborate and interact with each other and (b) as supports for mathematics problem-solving and for mathematics conceptual development. On the other hand, technology is less effective when it is used for monitoring and assessing students' learning processes without follow-up instructions.
The findings suggested that technology intervention lasting for a shorter time is the better choice. When technology is used for longer periods of instruction, maintaining its novelty and students’ curiosity should be considered. This study also suggested that incorporating computer-adaptive testing in technology-based intervention programs is more likely to detect technology effects as adaptive testing could continuously adjust to the abilities of individual students.
Lay Description
What is already known about this topic?
• Technology is now widely used in mathematics classrooms for aiding teachers' instruction.
• The affordances and functions of technology and its alignment with instructional goals are the key to effectively integrate technology in mathematics classrooms.
What this paper adds?
• Our study contributes to a comprehensive and systematic taxonomical framework of technology roles, which integrated previous multiple theoretical perspectives, thus, this framework can reflect the complexity and the dynamic nature of technology integration in present-day mathematics classrooms
• Our framework based on the roles and functions of technology has been shown to be useful to guide synthetical studies.
Implications for practice and/or policy
• Teachers might consider using technology to support collaborative learning in their mathematics classrooms in order to enhance their students' mathematics learning.
• Software developers and researchers also should place more efforts in designing interactive technology learning environments or systems where students can work together and learn from each other.
• Program implementors should consider incorporating adaptive testing in technology when testing students' learning outcomes from technology-based intervention programs so that students' authentic learning performance and levels are measured.
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.
O objetivo deste estudo foi investigar o efeito do uso do aplicativo Padlet para a aprendizagem, colaboração e engajamento de 14 estudantes entre 17 e 57 anos (DP = 12,55) de um curso tecnológico em uma instituição pública no estado de São Paulo. O Padlet foi usado de forma assíncrona como ferramenta de aprendizagem e de avaliação. Os resultados revelaram que o uso do aplicativo favorece a aprendizagem colaborativa, o engajamento, a elaboração de conteúdo autoral e a satisfação em aprender.
Measuring the implementation fidelity (IF) or integrity of interventions is crucial, otherwise a positive or negative outcome cannot be interpreted. Direct and indirect methods of IF measurement tend to over-emphasize teacher behaviour. This paper focuses on IF measured by student behaviour collected through computers. Attainment was measured by the STAR test of maths (a computerized item-banked adaptive norm-referenced test). Implementation quality (IF) was measured by Accelerated Maths (AM) (an instruction-free personalized practice and progress-monitoring system in mastery of mathematics skills). Attainment data was gathered in the UK on 20,103 students in 148 schools, and of these implementation data on n = 6,285. Only a small percentage of pupils scored on five AM implementation indices at or above the levels recommended. Correlations between attainment and implementation indices were modest, but high implementation was positively correlated with high attainment. Socio-economic status did not appear to affect implementation or attainment. Implementation quality of AM is clearly a problem in the UK, and needs improvement. However, overall students still scored above average on attainment.
This chapter will describe how multiple tiers of increasingly intensive interventions function as early intervening services and how technology can aid in the implementation of multi-tiered interventions. Children who display consistent inappropriate behavior or academic performance, below their peers or benchmark while receiving primary supports, need a secondary intervention that is more focused and intense to reduce problem behavior and remediate the academic deficit and increase appropriate behavior and learning.
This first year study is aimed at describingmathematics learning management done by elementary school teachers. Specifically it is acted to describe room and media management, teaching learning materials, and their interaction in teaching learning process held by the teachers at Selo, Boyolali, Central Java, Indonesia. Wholly, this study is in the frame of research and development (R & D) but for the first, qualitative approach is selected. The informants cover principal, teachers, and the students. For collecting the data, the writer uses observation, in depth interview, and documentation, then the collected data are analyzed by flow method. The results of this study show (1) room and media management done properly makes mathematics learning effective, productive and arising motivation on concept understanding, (2) learning material management makes optimal learning outcome and reflective thinking of the students, (3) interaction management makes teaching learning process lively and happily and finally optimal learning objectives are reached.
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.
Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience research inform the development of the program? or Is the program consistent with neuroscience theory and research? (b) Which cognitive processes are targeted by the program? and (c) What kinds of research support the program? A detailed review is provided for each program supported by empirical, peer-reviewed research. Practice or Policy: Twenty commercially available math intervention programs designed for pre-kindergarten through 3rd-grade students were identified. Three programs had publisher-reported use of neuroscience research in their development: Fluency and Automaticity through Systematic Teaching with Technology (FASTT Math), Number Worlds, and The Number Race. Five programs reported empirical, peer-reviewed research and are reviewed in detail: Accelerated Math, Corrective Mathematics, FASTT Math, Number Worlds, and The Number Race. Results indicate that although a great number of programs are available, few have been validated through empirical, peer-reviewed research. Practitioners should carefully review programs prior to their implementation, paying particular attention to targeted cognitive processes and the research base supporting the program's efficacy.
Technology-enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a significant and moderate to large (d = .51 and .78) effect on percentage of students who scored proficient on state accountability tests in math. Moreover, among schools that used TEFE, those with a non-White student population of at least 50% scored in the proficient range on state math tests at a rate equal to that of those with at least 50% White students. A significant and moderate to large (d = .71) effect was found, however, between these two groups of schools among schools that did not use a TEFE program. © 2010 Wiley Periodicals, Inc.
School psychologists and other educational professionals are faced with increasingly demanding data collection needs. There
is increasing pressure to engage in data-driven decision-making for the purpose of making eligibility, instructional planning,
program evaluation, and accountability decisions. For example, school psychologists are expected to engage in all of the data-driven
decision-making activities specified in the Blueprint for Training and Practice in School Psychology III (Ysseldyke et al., 2006), and to help teachers identify evidence-based instructional practices while monitoring the effectiveness
of those practices. Thus, school psychologists need to be knowledgeable about and capable of implementing continuous and periodic
monitoring systems designed for use at universal, targeted, and intensive levels of intervention.
ResearchGate has not been able to resolve any references for this publication.