Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement

Autor/inn/en	Ysseldyke, Jim; Bolt, Daniel M.
Titel	Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement
Quelle	In: School Psychology Review, 36 (2007) 3, S.453-467 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Integrity; Mathematics Achievement; Technology Integration; Educational Technology; Mathematics Instruction; Program Implementation; Comparative Analysis; Pretests Posttests; Student Evaluation; Intervention; Continuous Progress Plan; Elementary Schools; Middle Schools; Achievement Tests + Suchen Sie Ihr Suchwort? Integrität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	We examined the extent to which use of a technology-enhanced continuous progress monitoring system would enhance the results of math instruction, examined variability in teacher implementation of the program, and compared math results in classrooms in which teachers did and did not use the system. Classrooms were randomly assigned to within-school experimental and control groups. Participating students were pre- and post-tested using two standardized, nationally normed tests of math achievement. When teachers implemented the continuous progress monitoring system as intended, and when they used the data from the system to manage and differentiate instruction, students gained significantly more than those for whom implementation was limited or nil. Failure to take into account intervention integrity would have made it look like continuous progress monitoring did not enhance math results. (Contains 5 tables.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10