Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Susan C. Slater"'
Autor:
Panayiota Kendeou, Jasmine Kim, Susan C. Slater, Kristen L. McMaster, Reese Butterfuss, Okan Bulut
Publikováno v:
Assessment for Effective Intervention. 47:47-52
The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in Grades K–2. MIA leverages the affordances of different me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1e8762f557cea17ef8033d3252c7cb08
https://doi.org/10.1177/1534508420937781
https://doi.org/10.1177/1534508420937781
Publikováno v:
The Journal of Experimental Education. 89:587-604
This study used integrative data analysis (Curran & Hussong, 2009), which allows combining data from different studies, to examine the generalizability of a research-based mathematics program, sche...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::59428d2a99ceb6f73779b12b06e7bce4
https://doi.org/10.1080/00220973.2020.1751580
https://doi.org/10.1080/00220973.2020.1751580
Autor:
Reese Butterfuss, Panayiota Kendeou, Mary Jane White, Cristina Umana, Jasmine Kim, Britta Bresina, Kyle Wagner, Susan C. Slater, Kristen L. McMaster
Publikováno v:
L1 Educational Studies in Language and Literature. 19:1-30
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf09c1113437b100aa8768abaad4b563
https://doi.org/10.17239/l1esll-2019.19.04.04
https://doi.org/10.17239/l1esll-2019.19.04.04
Publikováno v:
Journal of Educational Psychology. 111:1045-1062
The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da63884f8a3dda9a1e27e34c6690cb19
https://doi.org/10.1037/edu0000335
https://doi.org/10.1037/edu0000335
Publikováno v:
Exceptional Children. 85:46-65
The present study used a regression discontinuity approach to test whether schema-based instruction (SBI) was effective for students identified with varying levels of mathematics difficulties (MD) who received Tier-1 instruction. The performance of t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f6f9e0712017f0c561d8406c5db33b71
https://doi.org/10.1177/0014402918784541
https://doi.org/10.1177/0014402918784541
Publikováno v:
Exceptional Children. 83:340-358
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/cl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dd08670c28bc4f9790b54ed04ab1d5e6
https://doi.org/10.1177/0014402917691017
https://doi.org/10.1177/0014402917691017
Autor:
Michael R. Harwell, Stacy R. Karl, Danielle N. Dupuis, Susan C. Slater, Gregory R. Simonson, Asha K. Jitendra, Amy E. Lein
Publikováno v:
Learning and Instruction. 44:53-64
This study examined the effects of a research-based intervention, schema-based instruction (SBI), implemented by experienced- (taught SBI in previous study; Jitendra et al., 2015 ) and novice-teacher implementers (taught SBI for the first time with p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::33fe4b5b0de0798237606b765c96f268
https://doi.org/10.1016/j.learninstruc.2016.03.001
https://doi.org/10.1016/j.learninstruc.2016.03.001
Autor:
Gregory R. Simonson, Stacy R. Karl, Danielle N. Dupuis, Michael R. Harwell, Amy E. Lein, Asha K. Jitendra, Susan C. Slater
Publikováno v:
Journal of Educational Psychology. 107:1019-1034
This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students’ proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagra
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::105c03a5c284db3261f172ae22861846
https://doi.org/10.1037/edu0000039
https://doi.org/10.1037/edu0000039
Autor:
Michael C. Rodriguez, Susan C. Slater, Asha K. Jitendra, Chris Church, Kelly Cozine-Corroy, Danielle N. Dupuis, Anne F. Zaslofsky
Publikováno v:
The Elementary School Journal. 114:252-276
This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruct
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c63ada79c9348f67dcbec9d33adcfb4
https://doi.org/10.1086/673199
https://doi.org/10.1086/673199