Examining the Fidelity of Implementation of Early Algebra Intervention and Student Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, 2017).

Autor/inn/en	Cassidy, Michael; Stroud, Rena; Stylianou, Despina; Blanton, Maria; Gardiner, Angela; Knuth, Eric; Stephens, Ana
Titel	Examining the Fidelity of Implementation of Early Algebra Intervention and Student Learning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fidelity; Program Implementation; Intervention; Algebra; Grade 3; Grade 4; Elementary School Teachers; Academic Achievement; Student Evaluation; Mathematical Concepts; Class Activities; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung; Schulnote; Studentische Bewertung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Through a theoretical framework emphasizing the importance of fidelity of implementation (FOI), this paper explores how 3rd and 4th grade teachers implemented an early algebra intervention, and the extent to which the FOI related to student learning. The data for this report are taken from the first two years of an experimental research project. Videotaped classroom observations, our primary measure of FOI, were coded by adding to and adapting the Mathematical Quality of Instruction (MQI) instrument, and student performance was measured by overall score (correctness) on an algebra assessment. Results revealed a significant positive relationship between teachers' implementation and their students' performance. [This paper was published in: Galindo, E., & Newton, J., (Eds.), "Proceedings of the Thirty-Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education" (pp. 299-302). Hoosier Association of Mathematics Teacher Educators.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01