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Download full textBooth, Julie L.; Lange, Karin E.; Koedinger, Kenneth R.; Newton, Kristie J. – Online Submission, 2013
In a series of two in vivo experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly assigned…
Descriptors: Concept Formation, Algebra, Mathematics Instruction, Prompting
Peer reviewed
Direct linkKim, James S.; Olson, Carol Booth; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E. – Journal of Research on Educational Effectiveness, 2011
This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly…
Descriptors: Middle School Students, Intervention, Writing Instruction, Writing Tests
Pane, John F.; McCaffrey, Daniel F.; Slaughter, Mary Ellen; Steele, Jennifer L.; Ikemoto, Gina S. – Journal of Research on Educational Effectiveness, 2010
This randomized, controlled field trial estimated the causal impact of a technology-based geometry curriculum on students' geometry achievement, as well as their attitudes toward mathematics and technology. The curriculum combines learner-centered classroom pedagogy with individualized, computer-based student instruction. Conducted over a 3-year…
Descriptors: Student Attitudes, Mathematics Achievement, Geometry, Computer Uses in Education
