The effects of a direct instruction program on the fraction perfomance of middle school students at-risk for failure in mathematics / (Record no. 86316)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01860nam a2200217Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240405s2007 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Flores, Margaret M. |
| 9 (RLIN) | 11732 |
| 245 #4 - TITLE STATEMENT | |
| Title | The effects of a direct instruction program on the fraction perfomance of middle school students at-risk for failure in mathematics / |
| Statement of responsibility, etc. | Margaret M. Flores, Maria Kaylor |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | June 2007 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | volume |
| 338 ## - CARRIER TYPE | |
| Carrier type term | unmediated |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Number of part/section of a work | 34 : 2, pages 84-94 |
| Title | Journal of Instructional Psychology |
| 9 (RLIN) | 11733 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The current exploratory study investigated the effects of a Direct Instruction program implemented with middle school students identified as at-risk for failure in mathematics. Direct Instruction has typically been implemented with students with disabilities in seperate special education settings. However, this study examined the extent to which this kind of instruction could be integrated into a general education setting. The study took place in a rural middle in which the majority of the students were from culturally and linguistically diverse backgrounds. The participants were seventh grade students who had failed the state-mandated annual assessment at least twice and who were identified as at-risk for failure. The students participated in fourteen lessons of the Direct Instruction fraction program. Student progress was assess using curriculum-based pre and post-tests and the data were analyzed using a t-test. Participation in the program resulted in significant increases in fraction skills. The students also demonstrated increases in appropriate and on-task behavior during the intervention. |
| 521 ## - TARGET AUDIENCE NOTE | |
| Target audience note | Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Academic achievement. |
| 9 (RLIN) | 903 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Direct instruction. |
| 9 (RLIN) | 11734 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Middle school students. |
| 9 (RLIN) | 11735 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 04/05/2024 | 04/05/2024 | 04/05/2024 | Articles |