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Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
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Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Exceptional Children, 2018
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
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PDF on ERIC Download full text
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Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Grantee Submission, 2017
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards
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Bottge, Brian A.; Cho, Sun-Joo – Learning Disabilities: A Multidisciplinary Journal, 2013
This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…
Descriptors: Mathematics Instruction, Academic Standards, Core Curriculum, National Standards
Microcomputers versus Resource Rooms for LD Students: A Preliminary Investigation of the Effects on Math Skills.
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Trifiletti, John J.; And Others – Learning Disability Quarterly, 1984
Mid-year assessment produced significantly greater results in mastered skills and problem solving by 12 learning disabled (LD) students with 40 minutes daily instruction in the SPARK-80 Computerized Mathematics System on Radio Shack terminals as opposed to nine LD students with traditional resource room mathematics instruction by experienced…
Descriptors: Computer Assisted Instruction, Elementary Secondary Education, Learning Disabilities, Mathematics Instruction
The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students.
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Roberts, Christopher; And Others – Journal for the Education of the Gifted, 1992
Evaluation of a schoolwide enrichment and resource room enrichment program on problem solving/problem finding for gifted children in grades 3-5 found that the gifted students involved made significantly greater gains than did average ability students receiving the special treatment and significantly greater gains than did gifted students receiving…
Descriptors: Academic Achievement, Cognitive Processes, Elementary Education, Enrichment Activities
Using a Problem-Solving Approach To Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings.
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O'Reilly, Mark F.; Lancioni, Giulio; Gardiner, Marianne; Tiernan, Roisin; Lacy, Claire – International Journal of Disability, Development and Education, 2002
A study examined use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. The student was taught targeted skills in a resource room and was able to successfully generalize the skills to regular classrooms. Teachers indicated the student's behavior significantly improved during the…
Descriptors: Behavior Change, Behavior Modification, Elementary Education, Foreign Countries
The Presence of Reflective-Practice Indicators in Special Education Resource Teachers' Instructional Decision Making.
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Bartelheim, Frederick J.; Evans, Susan – Journal of Special Education, 1993
Four expert high school special education resource teachers were observed providing classroom instruction. Content analysis of postobservation interview transcripts was used to identify the presence of 124 reflective practice indicators in the subjects' instructional decisions: 49 for personal responsibility, 39 for testing, and 36 for problem…
Descriptors: Classroom Observation Techniques, Classroom Techniques, Conceptual Tempo, Content Analysis