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Full-Text Articles in Education
How Prerequisite Skills Training Affects Math Achievement Scores For Students With Learning Disabilities: A Quasi-Experimental Control Group Study, Timothy Reedy
Doctoral Dissertations and Projects
The purpose of this quantitative, quasi-experimental study with a pretest-posttest control group design, while controlling for math achievement pretest scores, was to investigate the impact prerequisite skills instruction has on math achievement scores for ninth-grade pre-algebra students with specific learning disabilities (SLDs) in math. While there have been several studies on how prerequisite skills affect students with learning disabilities in elementary school, very little research has extended into high school. Convenience sampling was used in the study and included 70 students from a high school that serves students across the state of Pennsylvania. The Mathematics Achievement Test (MAT) was used …
Implementing Social Emotional Learning With Fidelity: A School Improvement Plan, Courtney Reuter
Implementing Social Emotional Learning With Fidelity: A School Improvement Plan, Courtney Reuter
Master's Theses & Capstone Projects
Research findings indicate social emotional learning can have a positive impact on both teachers and students. Social emotional learning not only improves the social emotional well-being and competence in teachers and students, it can also benefit students academically. When students do not have access to social emotional learning instruction consistently, it can have a poor impact on both their behavior and academics. With research findings in mind, a school improvement plan was created to research, purchase, and implement a new social emotional learning curriculum with fidelity. The goal of this plan is to increase the fidelity in social emotional learning …
Coding Protocol: A Meta-Analysis Of Early Numeracy Curriculum-Based Measurement, Gena Nelson
Coding Protocol: A Meta-Analysis Of Early Numeracy Curriculum-Based Measurement, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 21 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between four common early numeracy curriculum-based measure measurement (CBM) tools (i.e., oral counting, quantity discrimination, missing number, and numeral identification) and mathematics achievement criterion measures. We also identified moderating factors of the relationship between CBM and the criterion measures. Studies were included if they focused on at least one of the four common early numeracy CBM, and included correlations for students in …
Coding Protocol: A Meta-Analysis Of Mcomp And Mcap Curriculum-Based Measurement, Gena Nelson, Robin Codding
Coding Protocol: A Meta-Analysis Of Mcomp And Mcap Curriculum-Based Measurement, Gena Nelson, Robin Codding
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 26 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between MCOMP and MCAP curriculum-based measurement (CBM) and mathematics achievement criterion measures, as well as to determine the moderating factors of this relationship. Studies focused on grades 2 through 8 MCOMP, MCAP, and mathematics achievement. We coded 26 studies published between 2005 and 2021, including 15 peer-reviewed journal articles and 11 doctoral dissertations. Across studies, we coded variables such as basic study …
Curriculum-Based Measures In Mathematics: An Updated Review Of The Literature, Gena Nelson, Allyson J. Kiss
Curriculum-Based Measures In Mathematics: An Updated Review Of The Literature, Gena Nelson, Allyson J. Kiss
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et …