Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms

Autor/inn/en	Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong
Titel	Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
Quelle	(2017), (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0014402917736854
Schlagwörter	Mathematics Instruction; Intervention; Resource Room Programs; Inclusion; Special Education; Disabilities; Comparative Analysis; Pretests Posttests; Special Education Teachers; Fractions; Mathematics Skills; Error Patterns; Program Effectiveness; Educational Technology; Technology Uses in Education; Problem Solving; Computation; Middle School Students; Observation; Multivariate Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fehlertyp; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Beobachtung; Multivariate Analyse
Abstract	In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students according to error subtypes and tracked their performance patterns. Results indicated that EAI was more effective than business as usual in reducing combining errors (e.g., adding denominators) and denominator errors (e.g., not finding common denominator) of students with disabilities (SWD) and students without disabilities in both settings. SWD in inclusive classrooms scored higher on the pretest than SWD in resource rooms, but EAI reduced the disparity on the posttest. An important additional finding revealed that the SWD who received more support from special education teachers in inclusive classrooms scored higher and made fewer errors than the SWD who were provided only limited support. [At the time of submission to ERIC, this article was in press with "Exceptional Children."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01