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Direct linkYasemin Copur-Gencturk; Jingxian Li; Allan S. Cohen; Chandra Hawley Orrill – Grantee Submission, 2024
Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a…
Descriptors: Professional Development, Electronic Learning, Individualized Instruction, Program Effectiveness
Download full textHank Fien; Christian T. Doabler; Nancy J. Nelson; Derek B. Kosty; Ben Clarke; Scott K. Baker – Grantee Submission, 2016
The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, &…
Descriptors: Mathematics Instruction, Grade 1, Elementary School Students, At Risk Students
Ysseldyke, Jim; Tardrew, Steve – Journal of Applied School Psychology, 2007
We explored how a progress monitoring and instructional management system can be used to help educators differentiate instruction and meet the wide-ranging learning needs of their increasingly diverse classrooms. We compared classrooms in 24 states that used a curriculum-based progress monitoring and instructional management system, Accelerated…
Descriptors: Group Instruction, Management Systems, Intervention, Mathematics Achievement
Peer reviewedStecker, Pamela M.; Fuchs, Lynn S. – Learning Disabilities: Research & Practice, 2000
Special education teachers (N=22) monitored the mathematics progress of 42 students (grades 2-8) with mild to moderate disabilities (mostly learning disabilities) for 20 weeks using curriculum-based measurement (CBM). Evaluation of instructional adjustments based on individual CBM results found that students whose instruction had been individually…
Descriptors: Curriculum Based Assessment, Diagnostic Teaching, Elementary Education, Individualized Instruction
Peer reviewedKu, Heng-Yu; Sullivan, Howard J. – Educational Technology Research and Development, 2000
Investigates the effects of group personalization of instruction on the mathematics achievement and attitudes of 72 fifth-grade Taiwanese students. Personalization was accomplished by incorporating personal information and preferences provided by students into their mathematics word problems. Students were blocked by ability level, then randomly…
Descriptors: Academic Achievement, Foreign Countries, Grade 5, Individual Characteristics
Peer reviewedKu, Heng-Yu; Sullivan, Howard J. – Educational Technology Research and Development, 2002
Investigates the effects of personalized instruction on achievement and attitudes of Taiwanese elementary students on two-step mathematics and word problems. Students initially completed a survey on which they choice their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized…
Descriptors: Academic Achievement, Elementary Education, Foreign Countries, Individualized Instruction
