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Science and Mathematics Education
Early and Special Education Faculty Publications and Presentations
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A Systematic Review Of The Quality Of Reporting In Mathematics Meta-Analyses For Students With Or At Risk Of Disabilities Coding Protocol, 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 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special …
Special Education Math Interventions: Meta-Analyses Quality Indicator Coding Protocol, Gena Nelson
Special Education Math Interventions: Meta-Analyses Quality Indicator Coding Protocol, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of …
Developing An Understanding Procedures Observation Rubric For Mathematics Intervention Teachers, Angela R. Crawford, Evelyn S. Johnson, Yuzhu Z. Zheng, Laura A. Moylan
Developing An Understanding Procedures Observation Rubric For Mathematics Intervention Teachers, Angela R. Crawford, Evelyn S. Johnson, Yuzhu Z. Zheng, Laura A. Moylan
Early and Special Education Faculty Publications and Presentations
This study describes the initial psychometric evaluation of an Understanding Procedures observation rubric. The instrument is intended to provide feedback to teachers working in mathematics intervention settings. The rubric translates the research base from mathematics education and special education into practice in the form of specific items and descriptors of performance levels. A sample of 16 intervention teachers across three states provided three videos each of their instruction of students in mathematics intervention classes. Ten external raters evaluated the videos. We analyze the ratings using many-facet Rasch measurement. Analyses of the teacher, item, rater, and lesson facets show good psychometric …
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ
Early and Special Education Faculty Publications and Presentations
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relationship between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Further, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and …