Literaturnachweis - Detailanzeige
| Autor/inn/en | Doabler, Christian T.; Clarke, Ben; Kosty, Derek; Turtura, Jessica E.; Sutherland, Marah; Maddox, Steven A.; Smolkowski, Keith |
|---|---|
| Titel | Using Direct Observation to Document "Practice-Based Evidence" of Evidence-Based Mathematics Instruction |
| Quelle | In: Journal of Learning Disabilities, 54 (2021) 1, S.20-35 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/0022219420911375 |
| Schlagwörter | Classroom Observation Techniques; Evidence Based Practice; Mathematics Instruction; Small Group Instruction; Grade 1; Elementary School Students; At Risk Students; Learning Disabilities; Direct Instruction; Instructional Effectiveness; Feedback (Response); Interaction; Response to Intervention; Number Concepts; Young Children; Oregon (Portland); Massachusetts (Boston) |
| Abstract | Implementation of evidence-based practices (EBPs) is paramount to students' development of mathematics proficiency. This study investigated "practice-based evidence" of interventionists' actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed. (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 | 2024/1/01 |
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