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Direct linkFuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Exceptional Children, 2021
The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Grantee Submission, 2020
The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Kaczorowski, Tara; Raimondi, Sharon – Journal of Learning Analytics, 2014
In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…
Descriptors: Workbooks, Electronic Publishing, Learning Experience, Independent Study
Sondergeld, Toni A.; Schultz, Robert A. – Gifted Child Today, 2008
Teaching in a regular classroom has become more complicated than ever with increased student diversity and pressure to connect learning experiences to educational standards and test preparation. Although teaching to the middle is often what occurs in traditional classrooms to meet required standards, it is neither an appropriate nor meaningful…
Descriptors: Independent Study, Gifted, Learning Disabilities, Student Diversity
