Shrinking Achievement Differences with Anchored Math Problems: Challenges and Possibilities

Autor/inn/en	Bottge, Brian A.; Rueda, Enrique; Serlin, Ronald C.; Hung, Ya-Hui; Kwon, Jung Min
Titel	Shrinking Achievement Differences with Anchored Math Problems: Challenges and Possibilities
Quelle	In: Journal of Special Education, 41 (2007) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Teaching Methods; Quasiexperimental Design; Effect Size; Ability; Learning Disabilities; Academic Achievement; Mathematics Achievement; Middle School Students; Measures (Individuals); Educational Change; Instructional Effectiveness; Multimedia Instruction; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fähigkeit; Fertigkeit; Learning handicap; Lernbehinderung; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messdaten; Bildungsreform; Unterrichtserfolg; Multimediales Lernen
Abstract	Multiple measures administered in repeated waves within a nonequivalent dependent variables quasi-experimental design were used to test the effects of a reform-oriented instructional method called Enhanced Anchored Instruction (EAI) on the math achievement of 128 middle school students, including students with learning disabilities (LD). EAI problems are presented in multimedia and hands-on formats, a potential benefit for students with low skills in both reading and math. Overall, students of all ability levels benefited from EAI with effect sizes (eta[squared]) ranging from 0.53 to 0.59. Results revealed that although students with LD scored lower on pretests, their learning trajectories matched those of students without LD. A maintenance test administered several weeks after instruction showed that students with LD retained what they had learned. Implications for instruction and suggestions for future research are provided. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10