An Intensification Approach to Double-Block Algebra: A Pilot Implementation of Intensified Algebra in A Large Urban School District

Autor/inn/en	Tidd, Simon T.; Stoelinga, Timothy M.; Bush-Richards, Angela M.; De Sena, Donna L.; Dwyer, Theodore J.
Titel	An Intensification Approach to Double-Block Algebra: A Pilot Implementation of Intensified Algebra in A Large Urban School District
Quelle	In: Journal of Educational Research, 111 (2018) 1, S.95-107 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1209454
Schlagwörter	Algebra; Mathematics Instruction; Urban Schools; Instructional Effectiveness; Block Scheduling; Pilot Projects; Secondary School Mathematics; High School Students; Fidelity; Mathematics Achievement; Comparative Analysis; Florida + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtserfolg; Block teaching; Blockunterricht; Stundentafel; Pilot project; Modellversuch; Pilotprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy--instantiated in the program Intensified Algebra--that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01