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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Supporting Mathematical Proficiency
Content type: Journal Article
This article is written for beginning special education teachers who will be teaching mathematics, for any age or grade, as part of their responsibilities. First, we introduce a vision for teaching and learning mathematics that emphasizes engaging students...
Detecting and Correcting Fractions Computation Error Patterns
Content type: Journal Article
This article describes a follow-up analysis of findings from a randomized study that tested the efficacy of a blended version of Enhanced Anchored Instruction (EAI) designed to improve both the computation and problem-solving performances of middle school...
Response to Specific Training for Students With Different Levels of Mathematical Difficulties
Content type: Journal Article
The purpose of this study was to determine the efficacy of specific, individualized training for students with different levels of mathematical difficulties. Fifty-four students, with either severe or mild math difficulties, were assigned to individualized...
Inclusion Versus Specialized Intervention for Very-Low-Performing Students
Content type: Journal Article
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State...
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
Content type: Journal Article
The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e...
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?
Content type: Journal Article
The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics...
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Content type: Journal Article
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested...
Investigating a Tier 1 Intervention Focused on Proportional Reasoning: A Follow-Up Study
Content type: Journal Article
This randomized controlled study investigated the efficacy of a Tier 1 intervention—schema-based instruction—designed to help students with and without mathematics difficulties (MD) develop proportional reasoning. Twenty seventh-grade teachers/classrooms...
Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms
Content type: Journal Article
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...
Aptitude-by-Treatment Interactions in Research on Educational Interventions
Content type: Journal Article
A common theme uniting articles in this special issue is a focus on aptitude-by-treatment interactions (ATIs). This timely and welcome focus allows the field to synthesize current substantive findings on ATIs in educational intervention research in both...