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1.
This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015) and novice-teacher implementers (taught SBI for the first time with professional development) on the mathematics outcomes of seventh-grade students. SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction. Results indicated that both experienced- and novice-teacher implementers delivered SBI with similar levels of fidelity; there was no SBI experience effect on the immediate and 10-week retention tests of proportional problem-solving, on a general measure of problem solving, or on the end of the year state mathematics achievement test. These results provide evidence that the effectiveness of SBI generalizes over time to different cohorts of teachers and that the impact of SBI on student mathematics outcomes is maintained over time without additional PD. 相似文献
2.
Asha K. Jitendra Jon R. Star Michael Rodriguez Mary Lindell Fumio Someki 《Learning and Instruction》2011,21(6):731-745
This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content. 相似文献
3.
《Journal of research on educational effectiveness》2013,6(2):114-136
Abstract This study examined the effect of schema-based instruction (SBI) on 7th-grade students’ mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention–posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students’ regular mathematics instruction. 相似文献
4.
Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
5.
Veerle Garrels 《欧洲特需教育杂志》2019,34(3):393-402
For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the Self-Determined Learning Model of Instruction was used to improve self-chosen social conversation skills in a Norwegian 14-year old student with ASD and mild ID. This case study illustrates that, also for students with ASD and ID, giving them the opportunity to set personally relevant goals may improve their autonomous motivation, thereby increasing the likelihood of goal attainment. 相似文献
6.
Magdalena M. Apanasionok Richard P. Hastings Corinna F. Grindle Richard C. Watkins Andreas Paris 《科学教学研究杂志》2019,56(7):847-880
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted. 相似文献
7.
This study investigated the effectiveness of combining simultaneous prompting (SP) and constant time delay (CTD) (hereafter SP–CTD instructional sequence) in teaching early academic skills to five students with intellectual disabilities (ID). A multiple-probe design was used to examine the functional relationship between the SP and CTD instructional sequence and the acquisition of letter–sound correspondences and number recognition. The results showed the effectiveness of the procedure, as all students acquired their target skills in 7–12 sessions, with an average error rate of 8%. Maintenance effects were assessed at 2, 6, and 10 weeks after the intervention to measure participants’ retention of these acquired skills. Three students preserved their skills with 100% accuracy, while two students did so with more than 90% accuracy. The data indicate that instruction consisting of probe trials, 0-s trials, and 5-s trials leads to improvements in early academic skills among students with ID. 相似文献
8.
Hélia Jacinto Susana Carreira 《International Journal of Science and Mathematics Education》2017,15(6):1115-1136
This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving. This study takes a qualitative approach building on the work of a 13-year-old girl as an exemplary case of the nature of young students’ spontaneous mathematical problem solving with technology. The empirical data comprise digital records of her approaches to two problems from a web-based mathematical competition where she resorted to GeoGebra and an interview where she explains and describes her usual problem solving activity with this tool. Based on a proposed model for describing the processes of mathematical problem solving with technologies (MPST), the main results show that this student’s solving and expressing the solution are held from the early and continuing interplay between mathematical skills and the perception of the affordances of the tool. The analytical model offers a clear picture of the type of actions that lead to the solution of each problem, revealing the student’s ability to deal with mathematics and technology in problem solving. By acknowledging this as a case of a human-with-media in solving mathematical problems, the students’ efficient way of merging technological and mathematical knowledge is portrayed in terms of her techno-mathematical fluency. 相似文献
9.
This study evaluated the effectiveness and efficiency of constant time delay (a near errorless learning procedure) in a small-group instructional arrangement. Three fifth-grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words. A multiple-probe design across behaviors (word sets) was used to evaluate the procedure. Following instruction on each word set, students were assessed on their ability to recognize their own target words, recognize observational words, spell both target and observational words, and define both target and observational words. The results indicated that the constant time-delay procedure was reliably implemented and was effective in establishing criterion-level performance for all students with extremely low error percentages. 相似文献
10.
This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed. 相似文献
11.
Vasilis Strogilos Elias Avramidis 《Journal of Research in Special Educational Needs》2016,16(1):24-33
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed. 相似文献
12.
13.
Carlos O. Calderón-Tena 《Educational Psychology in Practice》2016,32(2):107-121
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that calculation complexity was predicted by long-term retrieval and working memory; calculation fluency was predicted by perceptual processing speed, phonetic coding, and visual processing; problem solving was predicted by fluid reasoning, crystallised knowledge, working memory, and perceptual processing speed. Younger students’ problem solving skills were more strongly associated with fluid reasoning skills, relative to older students. Conversely, older students’ problem solving skills were more strongly associated with crystallised knowledge skills, relative to younger students. Findings are consistent with the theoretical suggestion that broad cognitive processes play specific roles in the development of mathematical skills among children and adolescents. Implications for educational psychologists are discussed. 相似文献
14.
Jack A. Holmes 《Journal of Experimental Education》2013,81(4):329-350
ABSTRACT. Two groups of middle school students were taught U.S. colonial history during a 5-week period using 2 different instructional strategies. In the experimental group, concepts and problem-solving strategies were explicitly taught; in the control group, content was presented using lectures and reading. All students took a pretest and several posttests. Declarative knowledge tasks measured factual content knowledge and domain vocabulary acquisition; procedural knowledge was measured with problem-solving essays. Whereas performance was not statistically different between the 2 groups on the fact tests, significant differences were found on the vocabulary tests and problem-solving essays. These findings support using direct instruction for relational thinking and problem solving with explicit reference to concepts and attributes. 相似文献
15.
Marilyn P. Carlson 《Educational Studies in Mathematics》1999,40(3):237-258
This study investigated the mathematical behavior of graduate students and the experiences that contributed to their mathematical development and success. Their problem-solving behavior was observed while completing complex mathematical tasks, and their beliefs were assessed by administering a written survey. These graduate students report that a mentor, most frequently a high school teacher, facilitated the development of their problem solving abilities and continued mathematical study. The mentors were described as individuals who provided challenging problems, encouragement, and assistance in learning how to approach complex problems. When confronted with an unfamiliar task, these graduate students exhibited exceptional persistence and high confidence. Their initial problem solving attempts were frequently to classify the problem as one of a familiar type, and they were not always effective in accessing recently taught information or monitoring their solution attempts, but were careful to offer only solutions that had a logical foundation. These results provide numerous insights into the complexities of using and extending one's mathematical knowledge and suggest that non-cognitive factors play a prominent role in a student's mathematical success.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
16.
Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed. 相似文献
17.
This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak. 相似文献
18.
The aim of this study was to analyse the role of verbal and visuo-spatial working memory (WM) and language skills (vocabulary, listening comprehension) in predicting preschool and kindergarten-aged children’s ability to solve mathematical word problems presented orally. The participants were 116 Finnish-speaking children aged 4–7?years. The results showed that verbal WM (VWM) did not have a direct effect on word problems in young children but was indirectly related to word problems through vocabulary and listening comprehension. These results suggest that in young children, VWM resources support language skills which, furthermore, contribute to variation in solving orally presented word problems. The results also showed that visuo-spatial WM had a direct effect on performance in word problems, suggesting that it plays an important role in word problem solving among this age group. 相似文献
19.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
20.
金凤明 《上海师范大学学报(哲学社会科学版)》2010,(5):125-128
这是一项对“数学思想与初中学生巧学”的研究。数学思想方法是数学思维的内核,它们是隐含于概念的形成,公式的论证,习题的解决之中的,所以数学教师要把散见于习题中的数学思想整理出来提供学生学习。笔者主要联系数形结合、类比、分类讨论、函数、化归等思想,结合本人教学经验,讲述如何在教学中有效地渗透数学思想。加深学生对数学思想的理解,提高解题技能,完善数学思维。 相似文献