Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study

Autor/inn/en	Irving, Karen E.; Pape, Stephen J.; Owens, Douglas T.; Abrahamson, Louis; Silver, David; Sanalan, Vehbi A.
Titel	Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 35 (2016) 2, S.131-151 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Algebra; Mathematics Achievement; Longitudinal Studies; Randomized Controlled Trials; Intervention; Educational Technology; Classroom Techniques; Faculty Development; Technology Uses in Education; Effect Size; Formative Evaluation; Audience Response Systems; Control Groups; Experimental Groups; Pretests Posttests; Teacher Surveys; Comparative Analysis; Cohort Analysis; Graphing Calculators; Teaching Methods; Foreign Countries; Statistical Analysis; Hierarchical Linear Modeling; Secondary School Students; Canada; United States + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtsmedien; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kohortenanalyse; Grafischer Taschenrechner; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Sekundarschüler; Kanada; USA
Abstract	Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments facilitated by CCT are likely to broaden the representational infrastructure of the classroom and to provide timely, targeted, and accurate feedback loops to improve formative assessment opportunities and thus student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01