Influence of Opportunity to Learn Indices and Education Status on Students' Mathematics Achievement Growth

Autor/inn/en	Elliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Yel, Nedim
Titel	Influence of Opportunity to Learn Indices and Education Status on Students' Mathematics Achievement Growth
Quelle	In: Remedial and Special Education, 38 (2017) 3, S.145-158 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932516663000
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Summative Evaluation; Special Education; Multiple Regression Analysis; Achievement Gap; Regular and Special Education Relationship; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Inclusion; Elementary School Students; Secondary School Students; Learning Disabilities; Emotional Problems; Speech Impairments; Language Impairments; Achievement Tests; Mathematics Tests; Educational Opportunities; Arizona; Oregon + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Inklusion; Sekundarschüler; Learning handicap; Lernbehinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsangebot; Bildungschance
Abstract	We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Teachers (N = 78) completed instructional logs daily and administered easyCBM probes quarterly to 162 students with disabilities and 165 students without disabilities. Examination of instructional data indicated both groups of students had nearly equal opportunities to learn (OTLs) the same mathematics content, yet there were significant differences in these students' mathematics achievement on interim and summative tests. Special education status and instructional practices were found to be significant predictors of achievement growth. Furthermore, grade level and special education status, along with OTL scores, accounted for significant variance in end-of-year mathematics scores. Discussion of results focuses on instructional practice implications and the role these practices play in achievement gaps. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01