Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

Autor/inn/en	Hunt, Jessica H.; Martin, Kristi; Khounmeuang, Andy; Silva, Juanita; Patterson, Blain; Welch-Ptak, Jasmine
Titel	Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
Quelle	In: Learning Disability Quarterly, 46 (2023) 2, S.63-76 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Kristi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720963589
Schlagwörter	Program Development; Program Effectiveness; Intervention; Teaching Methods; Fractions; Mathematics Education; Students with Disabilities; Learning Disabilities; Student Centered Learning; Special Education; Thinking Skills; Elementary School Students + Suchen Sie Ihr Suchwort? Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Bruchrechnung; Mathematische Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Denkfähigkeit
Abstract	One of the most persistent areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change--a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction--served as the basis for our multistage scientific design process. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program's fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01