Author: Josette Lorraine McCullough Publisher: ProQuest ISBN: 9780549811213 Category : Mathematical ability Languages : en Pages :
Book Description
How to effectively meet the academic needs of students who receive special education services is the prime focus of this educational position paper (EPP). No Child Left Behind (NCLB) has challenged schools to find ways to meet and exceed the standards for all students regardless of their category of disability or their academic program setting. This challenge prompted the research into the importance of the academic setting of special education students and its relationship to mathematics achievement. The focus of this EPP is on the academic setting of special education students and its relationship with student performance on the mathematics' component of the Delaware Student Testing Program (DSTP). The study determined that there is indeed a correlation when reviewing the DSTP data of eighth grade students at Postlethwait Middle School (PMS) over a course of five years. This EPP examined the differences between two academic program settings, the resource setting and the inclusion setting, and their correlation with math achievement. This EPP further analyzed pre- and post-inclusion student achievement data at PMS to further determine if there was a correlation with academic achievement when inclusion was partially implemented. PMS yielded the most positive academic results, exceeding the state target when inclusion was first partially implemented in 2005. The data were collected over a five year period, 2003-2007. The data showed a relationship between the two program settings when comparing student growth based on scale scores, and when comparing pre- and post-inclusion implementation data. Recommendations to increase special education student achievement and future recommendations for further study are explored.
Author: Ryan P. Farrell Publisher: ISBN: Category : Educational leadership Languages : en Pages : 194
Book Description
The purpose of this study was to determine the efficacy of the Do The Math (DTM) intervention for increasing math achievement of elementary school students in special education. This cross-sectional, quasi-experimental study compared the performance of a group of special education students in one school district on a standardized mathematics assessment both before and after the implementation of the DTM intervention for a 60-day instructional period. The researcher also compared the growth of the same experimental group of students in special education receiving the DTM intervention to that of a control group of students in special education receiving a re-teaching of the core curriculum in the special education setting on a standardized mathematics assessment. The findings of this study indicated that the DTM intervention was effective as a treatment in improving the math achievement of students in special education and it was a more effective treatment for improving achievement in math than the re-teaching of the core math curriculum to special education student in the special education setting. The results of this quantitative study provided evidence to inform the district administrators' position regarding the intervention's efficacy to meet special education student needs and also contributed to the much-needed research on viable math interventions for elementary students in special education.
Author: Libby Goodman Publisher: State University of New York Press ISBN: 1438404417 Category : Education Languages : en Pages : 272
Book Description
Focusing on the relationship between time use and learning results, this book explores the instructional processes in special education classrooms. The text emphasizes teacher control of time resources at the classroom level, instructional management strategies that conserve and enhance instructional time, and the efficient and effective use of learning time to enhance student performance outcomes. The dual dimensions of time and task are incorporated throughout the text to communicate the essential message that time and the appropriate use of time go hand in hand in the classroom. Adequate time alone is a necessary but insufficient condition for maximal learning to occur. Time and Learning in the Special Education Classroom strikes a balance between research and application to achieve a scholarly yet readable text, relevant for both pre-service and in-service teachers, supervisors, principals, administrators, and teacher educators.
Author: Sandra Susan Sado Publisher: ISBN: Category : Languages : en Pages : 48
Book Description
Studies have established that the implementation of digital technology in special education has improved the level of engagement by students with disabilities and their academic performance in Mathematics. Research illustrates the need for additional resources to allow teachers to utilize recent and newer technological advances into their instruction, specifically in the academic area of mathematics. The purpose of this project is to enhance mathematics instruction by special educators, through the use resources provided through a comprehensive website. This project, consists of a website identifying the types of technology that educators can utilize when teaching math. The website features different tabs including; (a) applications, (b) devices/software, (c) game apps, (d) programs, (e) history, and (f) the rationale for using these instructional tools. Each tab reveals a variety of examples for each section. The examples included provide a detailed description of the specific technology and a description about why it is important for math instruction. Keywords: Special Educators, Individual Education Program, Special Needs, Implement Technology
Author: Timothy Winder Publisher: ISBN: 9781536137408 Category : Girls Languages : en Pages : 0
Book Description
Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations. The recommendations were developed by a panel of researchers and practitioners with expertise in various dimensions of this topic. The panel includes a research mathematician active in issues related to K8 mathematics education, two professors of mathematics education, several special educators, and a mathematics coach currently providing professional development in mathematics in schools. The panel members worked collaboratively to develop recommendations based on the best available research evidence and our expertise in mathematics, special education, research, and practice. The body of evidence we considered in developing these recommendations included evaluations of mathematics interventions for low-performing students and students with learning disabilities. The panel considered high-quality experimental and quasi-experimental studies, such as those meeting the criteria of the What Works Clearinghouse (http://www.whatworks.ed.gov), to provide the strongest evidence of effectiveness. We also examined studies of the technical adequacy of batteries of screening and progress monitoring measures for recommendations relating to assessment. In some cases, recommendations reflect evidence-based practices that have been demonstrated as effective through rigorous research. In other cases, when such evidence is not available, the recommendations reflect what this panel believes are best practices. Throughout the guide, we clearly indicate the quality of the evidence that supports each recommendation. This practice guide also aims to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The practice guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. We, the authors, are a small group with expertise on this topic. The range of evidence we considered in developing this document is vast, ranging from experiments, to trends in the National Assessment of Educational Progress (NAEP) data, to correlational and longitudinal studies. For questions about what works best, high-quality experimental and quasi-experimental studies, such as those meeting the criteria of the What Works Clearinghouse, have a privileged position. In all cases, we pay particular attention to findings that are replicated across studies. Although we draw on evidence about the effectiveness of specific practices, we use this information to make broader points about improving practice. In this document, we have tried to take findings from research or practices recommended by experts and describe how the use of this recommendation might actually unfold in school settings. In other words, we aim to provide sufficient detail so that educators will have a clear sense of the steps necessary to make use of the recommendation. A unique feature of practice guides is the explicit and clear delineation of the quality and quantity of evidence that supports each claim. To this end, we adapted a semi-structured hierarchy suggested by the Institute of Education Sciences.
Author: Yan Ping Xin Publisher: Springer Nature ISBN: 3030952169 Category : Education Languages : en Pages : 389
Book Description
This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students’ mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.
Author: Deborah Walker Driesel Publisher: ISBN: Category : Academic achievement Languages : en Pages :
Book Description
Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction This computer-based program was examined as part of the existing school day, in public school systems in the rural Arkansas area. The results of the study showed a strong correlation between the amount of time and student performance and a decrease in the achievement gap when AM is implemented. Some concerns were noted about lower student gains in older grades and lack of participation in younger grades. Several reasons were explored for this issue, including teacher evaluation, math anxiety, and stereotypes. Findings from the study may help streamline instructional strategies and processes, and improve teacher effectiveness and evaluation procedures for mathematics instruction of all students.
Author: Josette Lorraine McCullough
Author: 
Author: Eisenhower National Clearinghouse for Mathematics and Science Education
Author: Ryan P. Farrell
Author: Libby Goodman
Author: Vincent Joseph Glennon
Author: Sandra Susan Sado
Author: Timothy Winder
Author: Yan Ping Xin
Author: Deborah Walker Driesel